11 novembre 2012

L'emploi des seniors

Cliquer pour agrandirQui sont les seniors en entreprise?
Le dictionnaire les définit comme des personnes de plus de 50 ans.
L’union européenne considère que l’on est senior à partir de 45 ans.
Quel que soit l’âge retenu, à partir de 45 ans et au delà de 50 ans, l’opinion communément admise est qu’un salarié devient moins compétitif et par conséquent moins « employable ».
Pourtant, si l’on considère l’allongement de la durée des études ainsi que le recul envisageable de l’âge de la retraite, un senior est surtout un collaborateur au milieu de sa carrière professionnelle.
Un collaborateur riche d’une expérience irremplaçable, prêt à transmettre ses savoirs aux jeunes générations et à faire valoir ses nombreux atouts pour le développement de son entreprise, dont il est, le plus souvent, un des plus ardents défenseurs. Clip promotionnel.
Les seniors, une ressource majeure pour votre entreprise
Pourquoi recruter ou maintenir dans l’emploi les salariés de plus de 45 ans?
  • C’est une nécessité démographique et économique,
  • Les seniors sont un facteur de performance essentiel pour l’entreprise.
  • Les seniors sont des acteurs clés dans la transmission des savoirs et des compétences.

http://www.agefos-pme.com/typo3temp/pics/1c5a1e6a3d.gifDes outils complémentaires pour optimiser le maintien dans l’emploi des seniors
À 45 ans, un salarié amorce une deuxième tranche de vie professionnelle qu’il est important de préparer avec lui. Pour faire le point sur son expérience et ses aspirations, pour évaluer ses compétences et redynamiser sa carrière, au-delà du tutorat, il existe de nombreux outils:
Le bilan à mi-carrière, Le bilan de compétences, Les actions de formation, La VAE.
Le développement du tutorat

Les salariés expérimentés ont un rôle essentiel à jouer dans la transmission de la mémoire, des valeurs, des savoir-faire opérationnels et savoir-être au sein de l’entreprise.
Leurs atouts:

  • une expérience solide,
  • des savoirs importants,
  • une grande autonomie,
  • une facilité d’adaptation et d’intégration,
  • une forte capacité de management.

Mieux que tout autre salarié, les seniors peuvent ainsi faciliter l’intégration des plus jeunes, former du personnel qualifié, une main-d’œuvre compétente qui pourra prendre le relais et assurer la pérennité de l’entreprise.
Pour favoriser le tutorat, l’entreprise doit mettre en place l’organisation et les moyens nécessaires. Par exemple, l’accompagnement et la formation des tuteurs.
Accords et plans d’actions senior
Des mesures pour favoriser l’embauche des seniors

La diversité des âges est indispensable à la compétitivité de l’entreprise. Elle permet aussi d’anticiper les départs en retraite massifs liés au « papy-boom ». Il est donc important de favoriser le retour à l’emploi des plus de 45 ans.
Les mesures d'aide à l'emploi
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Nouvelles mesures d'aide: le Plan Senior
Prestations d'aide à la construction du projet professionnel
Prestations d'aide à la recherche d'emploi
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A partir du 1er janvier 2010, les entreprises et les établissements publics employant au moins 50 salariés risquent une pénalité si elles n’ont pas conclu un accord ou établi un plan d’action relatif à l’emploi des salariés âgés.

Catalogue des mesures pour l'emploi des seniors
. Le bilan à mi-carrière. Travailler après 45 ans. PACA.

Click to enlarge Seniors who are in business?
The dictionary defines them as people over 50 years.

The European Union considers that there is a senior at age 45.

Whatever the chosen age from 45 years and above 50 years, the conventional wisdom is that an employee becomes less competitive and therefore less "employable".

However, if we consider the extension of the duration of studies and the possible decline of the age of retirement, is primarily a senior associate in the middle of his career.

An employee with a rich experience irreplaceable ready to transmit their knowledge to younger generations and to assert its many advantages for the development of its business, which he is most often one of the most ardent defenders. Promotional clip
. More...

Posté par pcassuto à 01:45 - - Permalien [#]


Le DIF lors de la rupture du contrat de travail - l’actualité des tribunaux

Revenir à l'accueil d'AGEFOS PME PARTOUT EN FRANCEQuelle forme doit revêtir la demande de DIF d’un salarié licencié? Exprimer le souhait de se former « en langue et informatique » suffit-il? Quand et dans quelles circonstances faut-il informer le salarié sur ses droits à DIF? Le défaut d’information est-il sanctionné?
A toutes ces questions les juges ont apportés des réponses. Un contentieux qui s’est essentiellement développé à l’occasion de la rupture du contrat de travail.
De l’importance de la forme

La loi prévoit que le salarié licencié (sauf pour faute lourde) peut demander à son employeur le financement de tout ou partie d’une action de bilan de compétences, de Validation des Acquis de l’Expérience (VAE) ou de formation. Et ce, sous réserve d’en faire la demande avant la fin de son préavis.
Le salarié licencié doit formaliser sa demande en se conformant aux prescriptions prévues par l’accord collectif applicable dans l’entreprise. En l’espèce, l’accord prévoyait que toute demande de DIF devait préciser: la nature de l’action de formation envisagée, son intitulé, ses modalités de déroulement, sa durée, les dates de début et de fin de l’action, son coût et la mention du prestataire pressenti. Il a été jugé qu’à défaut de telles précisions indiquées dans la demande, le salarié ne peut prétendre à des dommages et intérêts en l’absence de réponse de son employeur.
Un impératif: informer sur le DIF!
Lors du licenciement…

C’est dans la loi: l’information sur les droits acquis au titre du DIF doit figurer dans la lettre de licenciement. Et pour les juges, cela vaut même en cas de licenciement pour « insuffisance d’activité, défaut de communication et insubordination persistants ».
… et dans d’autres cas de rupture du contrat de travail

Dès lors que le salarié a acquis des droits à DIF à la date d’expiration de son préavis, l’employeur doit l’informer sur ces droits.
Alors que la loi n’avait initialement prévu cette obligation que dans le cadre du licenciement, les juges l’ont étendu aux cas de résiliation judiciaire, de rupture homologuée ou encore de prise d’acte de la rupture du contrat de travail.
Ainsi jugé que la rupture conventionnelle homologuée ne peut faire perdre les droits acquis au titre du DIF. L’employeur qui mentionne dans la convention de rupture le crédit d’heures DIF du salarié a donc rempli son obligation d’information.
Jugé de même lors d’une prise d’acte de la rupture du contrat de travail considérée comme justifiée. Dans cette hypothèse, le salarié n’est pas tenu d’exécuter un préavis et a droit à une indemnisation de la perte de chance d’utiliser les droits acquis au titre du DIF. Peu importe qu’il n’ait pas formulé de demande de DIF pendant la durée de son contrat ou lors de la prise d’acte.
Attention aux circonstances et aux conséquences!

L’obligation d’information des salariés sur le DIF a une portée générale. Elle s’applique quelles que soient les circonstances dans lesquelles la rupture est intervenue. Ainsi jugé alors même que le salarié était en arrêt maladie pendant toute la durée du préavis et ne pouvait donc suivre une formation pendant cette période.
Sans incidence sur la validité du licenciement, le défaut d’une telle information sur le DIF cause un préjudice au salarié ouvrant droit à des dommages et intérêts dès lors que le salarié a été privé d’une possibilité de formation, jugé comme la « perte d’une chance ».
Pas une, mais deux obligations d’information

Cette jurisprudence est confortée par une nouvelle obligation d’information de l’employeur instaurée dans un second temps par le législateur dans le cadre de la portabilité du DIF. Et ce, à l’occasion:
- de la rupture du contrat de travail quel qu’en soit le motif: licenciement (sauf faute lourde), rupture conventionnelle…;
- ou de l’échéance du contrat (fin de contrat à durée déterminée).
Dans ces hypothèses, l’employeur doit faire figurer sur le certificat de travail les coordonnées de l’OPCA dont relève l’entreprise et la somme correspondant aux droits à DIF acquis par le salarié et non utilisés qui se calcule ainsi : nombre d’heures x 9,15 €.
Επιστροφή στο σπίτι για τις ΜΜΕ AGEFOS ΠΑΝΤΟΥ ΣΤΗ ΓΑΛΛΙΑ Ποια μορφή θα πρέπει να λάβει το αίτημα απορρίφθηκε DIF ένα εργαζόμενο; Εκφράστε την επιθυμία να σχηματίσουν "γλώσσα και την πληροφορική» αρκετό; Πότε και υπό ποιες συνθήκες πρέπει να ενημερώνει τον εργαζόμενο για τα δικαιώματα του DIF; Η έλλειψη των πληροφοριών που τιμωρείται;
Για όλα αυτά τα ερωτήματα οι δικαστές έκαναν απαντήσεις.
Διαφορές που ουσιαστικά αναπτύχθηκε σε συνεργασία με τη λήξη της σύμβασης εργασίας. Περισσότερα...

Posté par pcassuto à 01:37 - - Permalien [#]

The culture of asking

http://www.le.ac.uk/design-files/blogs/leicester-exchanges/uol-logo.gifBy Kate Hunter, Executive Director, CASE Europe. There is nothing new about philanthropy and education. Many of the origins of the UK’s 250 or more higher education institutions lie in the generosity and far-sightedness of individuals, communities and organisations. Two centuries ago the citizens of Glasgow contributed through a subscription campaign to move the growing University of Glasgow to a new campus in the west end of the city; a legacy from insurer Barber Beaumont led to the establishment of the People’s Palace, an institution providing education for the people of the capital’s East End, today known as Queen Mary, University of London. Shipping magnate Joseph Constantine made a gift that led to the establishment of Constantine technical college in the north east, a predecessor institution of Teesside University...
Equally significantly, the Leicester gift is one of a growing number of multi-million pound donations made to an increasing number and type of institution across UK higher education. Recent gifts from Mica Ertegun and Michael Moritz to support scholarships at Oxford are truly inspirational, but let’s also applaud the £10m gift to Southampton University for cancer immunology, Dickson Poon’s £20m gift for King’s College London’s School of Law and Nat Puri’s £1m gift for engineering at London South Bank University. These gifts raise ambitions, sights and set examples. While some institutions may have previously dismissed fundraising, saying ‘we don’t have the tradition, projects or alumni profile’, the success of Leicester and other universities demonstrate that the cumulative fundraising advantage, or ‘Matthew effect’, may not always be true. Next month’s HEFCE review of higher education philanthropy, led by Professor Shirley Pearce, is expected to bust that particular myth once and for all. More...

Posté par pcassuto à 01:14 - - Permalien [#]

Questionnaire for Higher Education

http://www.cryhosting.com/celan/q2/assets/images/logo.gifQuestionnaire for Higher Education
In its grant application, the CELAN project partnership undertook to carry out a survey among the higher education members of its partner networks with a view to establishing to what extent higher education institutions are aware of business needs and seek to align their language provision to these needs. This questionnaire is our principal means for carrying out the survey. It covers offerings for non-specialists only.
The questionnaire incorporates the results of the needs-related CELAN survey carried out among enterprises, as well as CELAN's identification of business-relevant language services, tools and resources prepared thereafter.
NB For clarity, a small glossary of terms used in the questionnaire is included here.
CELAN is the result of a long development of language policies at EU level. Its direct origin is the Business Platform for Multilingualism.
Whilst identifying and analysing existing language (and language-related) services, tools and resources relevant to business users the CELAN Partners have developed a questionnaire for higher education institutions.
The survey is designed to establish to what extent higher education institutions are aware of business needs and seek to align their provision to these needs (language offerings for students at bachelor and master level, continuing education, certification, customised services).
This short questionnaire is available here.

We would be grateful to receive your contribution by 30 September.
Were you to need any clarifications on the questionnaire, do not hesitate to contact EURASHE's Secretariat.
More information on the CELAN Network project here
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http://www.cryhosting.com/celan/q2/assets/images/logo.gifOrigins
The platform was initiated in September 2009 by DG Education and Culture. Stakeholder in business: industry representatives, companies, associations, trade unions, language industry representatives and others, discussed the need for an enhanced awareness of the importance of languages in business.
From these discussions stems the core idea of CELAN: to create a network that provides language services to business stakeholders. The CELAN project, a network under LLP KA2 "Languages" started officially on 1 January 2011, with a duration of 24 months.
Activities

The project’s principal objective is to facilitate a dialogue in the language field between the business community and language practitioners.
The project activities include:
    Research on linguistic needs of European companies/SMEs in different sectors
    Analysis of existing language-related services and tools
    Development of on-line applications to support the language needs of business users
A strong and broad consortium - all members of the Business Platform for Multilingualism or linked to a member - will engage in dissemination and awareness raising activities to guarantee a Europe-wide reach-out.
Language Needs Questionnaire
The Language Needs Questionnaire is the main tool that is used to collect information to identify the needs of companies. The following points will be given particular attention:
- types of respondents - companies will be grouped in homogeneous categories (country/region, economic activity size etc.)
- questions designed to reach a proper understanding of how companies think, notably SMEs
- potential orientation, integrating know-how on existing tools available on the market.
The Questionnaire is also a main input into the interactive language needs analysis tool for companies that will be in work package 3.
Links: View the Questionnaire, Questionnaire analysis (Powerpoint).

Posté par pcassuto à 01:00 - - Permalien [#]


The value of Higher Education

http://www.employment-studies.co.uk/images/questionsmall.jpgThe value of Higher Education: IES annual public policy conference 2012.
28 November 2012, 9.30-16.00. The Commonwealth Club, 25 Northumberland Avenue, London WC2N 5AP.
The new student financial support system starts this year, improved information is being made available to support student choice, and there is rising graduate unemployment and under-employment. It therefore seems timely to take an in-depth look at the benefits of higher education for individual students and the wider economy, society and the labour market.

This conference will seek to examine:
  • The role of higher education - is it part of the pipeline for higher skills or should we see high-level education and knowledge as an end in itself?
  • What is and should be the role of higher education in facilitating social mobility?
  • What is the demand for higher-level skills? Do we have too many graduates?
  • What are the best ways of meeting employer demand for high-level skills? Is higher-level vocational training a viable alternative to higher education?
  • How does higher education in the UK compare with that of our international competitors - does the UK system provide value for money?

Who should attend?
This high level conference is targeted at an audience of senior policy-makers, researchers, academics and practitioners. It will be of interest to anyone concerned with the future of higher education and skills and their impact on society, the economy and the labour market.
The conference will:

  • Provide a comprehensive insight into the current thoughts of key policy makers about the future of higher education in the UK
  • Present relevant research evidence on the social, economic and labour market impact of higher education
  • Offer plenty of opportunity to question and debate the policy and practical implications of current developments
For further information email:gill.brown@employment-studies.co.uk, Tel: 01273 763400.
The IES research report Expanding and Improving Part-time HE was recently published by the Department for Business, Innovation and Skills (BIS).
The study scopes the scale and nature of part-time undergraduate provision and participation in the UK, looks at whether part-time undergraduate study in England can be expanded as an alternative for young students (those aged 22 and under) to the full-time three- to four-year model of first degree participation, and explores how undergraduate students of all ages can be encouraged and supported with their studies.

Posté par pcassuto à 00:30 - - Permalien [#]

House of Commons Apprenticeships report

NIACE welcomes the publication of the Apprenticeships report published today by the House of Commons Business, Innovation and Skills Committee.
Commenting on the report, NIACE Principal Advocacy Officer, Alastair Thomson, said:
"The committee has produced a measured and thoughtful critique of current arrangements for apprenticeships and has made some useful recommendations for reform, which are shared by NIACE and many others concerned with making apprenticeships a high-quality learning experience. It is encouraging that the skills minister, Matthew Hancock MP, has responded swiftly and positively in agreeing to consider the improvements suggested.
NIACE is especially pleased that the committee was not tempted to simply recommend the prioritisation of apprenticeships for young people as a response to youth unemployment and that instead it acknowledges the value they have for people of all ages. The recommendation (paragraph 52) that BIS should undertake a thorough assessment to ensure older applicants are not disadvantaged is also good news for adult learners.
We understand why the remit the committee set itself could not focus on the impact of advanced learning loans - which would-be apprentices aged 24 and over will have to take out from next year - but we urge members to monitor this closely. Similarly, the committee may want to look in future at how well apprenticeships align with the employer ownership of skills initiative."

Posté par pcassuto à 00:21 - - Permalien [#]

skills.oecd - building the right skills and turning them into better jobs and better lives

OECDskills.oecd - building the right skills and turning them into better jobs and better lives
How can countries, companies and individuals tackle skills challenges and develop, supply and best use their talent pools?
Download Policy Map on Skills. Watch the video on the OECD_IdeaFactory on skills.
How does a country maximise its (use of) skills?
A COUNTRY CAN DEVELOP THE RELEVANT SKILLS
By encouraging and enabling people to learn throughout life

- Gather and use evidence about the changing skills demand to guide skills development.
- Engage social partners in designing and delivering education and training programmes.
- Ensure that education and training programmes are of high quality.
- Promote equity by ensuring access to, and success in, quality education for all.
- Ensure that costs are shared and that tax systems do not discourage investments in learning.
- Maintain a long-term perspective on skills development, even during economic crises.
By fostering international mobility of skilled people to fill skills gaps

- Facilitate entry for skilled migrants and support their integration.
- Design policies that encourage international students to remain after their studies.
- Make it easier for skilled migrants to return to their country of origin.
By promoting cross-border skills policies

Invest in skills abroad and encourage cross-border higher education.
A COUNTRY CAN ACTIVATE THE SUPPLY OF SKILLS
By encouraging people to offer their skills to the labour market

- Identify inactive individuals and the reasons for their inactivity.
- Create financial incentives that make work pay.
- Dismantle non-financial barriers to participation in the labour force.
By retaining skilled people in the labour market

- Discourage early retirement.
- Staunch brain drain.
A COUNTRY CAN PUT SKILLS TO EFFECTIVE USE
By creating a better match between people’s skills and the requirements of their job

- Help employers to make better use of their employees’ skills.
- Tackle unemployment and help young people to gain a foothold in the labour market.
- Provide better information about the skills needed and available.
- Facilitate internal mobility among local labour markets.
By increasing the demand for high-level skills

- Help economies to move up the value-added chain.
- Stimulate the creation of more high-skilled and high value-added jobs.
- Foster entrepreneurship.

Posté par pcassuto à 00:07 - - Permalien [#]

10 novembre 2012

A-Z index of Directorate for Education Work

Organisation for Economic Co-operation and DevelopmentPlease consult the following index if you are unable to find a particular area of work undertaken by the OECD  Directorate for Education. The information is cross-referenced where possible so as to make it easier to locate. If you cannot find what you are looking for, please send a message to edu.contact@oecd.orgA  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z.
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Posté par pcassuto à 23:53 - - Permalien [#]

Board Governance of Public University Systems

http://cshe.berkeley.edu/images/cshe_logo_small.gifBoard Governance of Public University Systems: Stresses and Needs by C. Judson King. CSHE 16.12.
Abstract: Modes of board-level governance for public universities and especially public university systems should be re-examined in view of growing major forces that create both challenges and opportunities that are enormous for public higher education. To sustain the public mission and rise to the challenges and opportunities, there is a growing need to enhance funding from a variety of different sources, many of them private, and to map them onto new initiatives, partnerships, and directions of change. Boards of public universities need to develop new dimensions, including several of the characteristics of private-university boards that have been honed over many years. Promising alternatives to consider, alone or in combination, are public boards with mixed public-private membership, delegation of some responsibilities of university-system boards to subsidiary boards for individual campuses, more serious consideration of outsourcing components of public higher education to private universities, and possibly in some cases even conversion of public universities or components of them to private status. Several of the important considerations associated with the establishment of individual campus boards under a main system board are explored in more depth.
A TIME OF CHANGE

As the Morrill Act of 1862 has reached its sesquicentennial year, public universities in the United States are in a time of intense financial stress, large opportunities relating primarily to advances in technology, and consequently difficult but necessary change. The most visible and immediate of these changes comes from diminishing support from state governments, which in the United States are the bodies to which the public universities belong. But there are other major forces as well. Patterns of immigration, historical disadvantage, and diversification create needs to do a still better job of providing higher education to all peoples, so as to provide a vital route for upward mobility and to enable the best and the brightest from all areas of society to accomplish what they are inherently capable of doing. That has been the primary mission of the public university systems. High-speed and broadband communications provide ease of collaboration and partnership across borders and in real time. Because of broadband communication and for other reasons, there has been an immense movement toward in what is loosely called globalization, which has been most notable in the world of business. The forces of globalization have also struck universities and will do so all the more as time goes on. There is also a large potential for internet-based instruction, which is a complex arena that is being explored by nearly all universities and many persons within them in a wide variety of ways. Donwload Board Governance of Public University Systems.

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