01 janvier 2013

Salon Formathèque - Nantes

Formathèque 2013Salon Formathèque - Parc des expositions de la Beaujoire de Nantes - du 25 au 27 janvier 2013.
Formathèque, un moment fort pour préparer son orientation!

L'Académie de Nantes, avec les lycées et lycées professionnels (publics et privés), avec les Centres d'Information et d'Orientation du département de Loire-Atlantique et la Délégation régionale de l'ONISEP se mobilise à l'occasion de l'édition 2013 pour accompagner les élèves dans leur parcours d'orientation, sur un plateau académique dédié. Programme et présentation complète du salon sur le site de Formathèque.
A lire absolument avant de se rendre au Salon Formathèque: le guide "Orientation à vous de jouer"... et ses 4 principes pour être sûr de rater son orientation!
Orientation

Vous ne savez pas quoi faire, vous avez un projet mais ne savez pas comment y parvenir, vous souhaitez recueillir des informations sur le(s) métier(s), les formations qui vous intéresse(nt) ?
Plan Grand Palais Mezzanine
Les conseillers de l’ONISEP et des CIO répondent à vos questions sur l'espace Orientation et vous aident à trouver votre voie.
Plan Hall 1
Dans le Hall 1, le Service d'information et de conseil aux familles est également présent pour vous prodiguer des conseils personnalisés, vous aider à construire votre parcours et vos projets.
Plan Grand Palais Niveau 2
Sur le stand de l'Université (n°44)
situé dans le Grand Palais Niveau 2, vous trouverez des infos auprès du Service Universitaire d'Information et d'Orientation (SUIO).
La Nuit de l'Orientation

3 bonnes raisons de venir à la Nuit de l’Orientation:
- Réfléchir sans stress à son orientation
- Rencontrer le même soir des professionnels des ressources humaines, des professionnels d’entreprises et des jeunes en formation
- Permettre aux parents de se décontracter sur la question de l’orientation de leurs enfants

Lien vers le guide de préparation à Formathèque Conférences/ateliers
Une conférence inaugurale: "La génération Y au travail: entre mythes et réalité". Vendredi 25 janvier 2013 – 11h-12h. Salle de conférences n°1, hall 1.
Une conférence pour comprendre comment se nouent les relations dans l’espace professionnel entre les générations.
A partir d’une étude réalisée spécifiquement pour le salon par l’Institut Kervégan auprès d’entreprises et de jeunes en formation, une table ronde permettra de comprendre tout ce qui intervient dans l’entreprise pour qu’un jeune soit motivé par sa première intégration dans le milieu professionnel. Entreprises, jeunes, journalistes et spécialistes de la relation intergénérationnelle nous apporteront leur éclairage dans le cadre d’une table ronde, et au-delà des idées reçues nous permettront de mieux appréhender la réalité de la collaboration entre séniors et juniors.
Participants Table ronde: Julia TISSIER et Myriam LEVAIN auteures de : « La génération Y, par elle-même », Jean PRALONG - Professeur assistant en management à l’ESC à Rouen depuis 2008, Xavier VINET - Chef du service académique d'information et d'orientation, Jeunes apprentis.
35 conférences!

Vous voulez travailler dans le design, le spectacle vivant, l’économie sociale et solidaire, le droit ou le numérique?
Vous souhaitez des informations sur les classes prépa, les filières courtes, la formation en alternance ou les études à l'étranger?
Vous vous demandez: "Que faire quand on ne sait pas quoi faire ?"
Alors n'hésitez plus, consultez le programme des conférences et repérez celles qui vous intéressent! Certains thèmes sont reconduits, d’autres sont nouveaux... pour répondre au mieux à vos envies, vos besoins et vos interrogations!
D’une durée d'une heure, les conférences se veulent pratiques, informatives, réalistes et sont animées par des spécialistes mais aussi des jeunes qui, par leur témoignage, sauront à coup sûr vous transmettre leur passion!
Programme des conférences.
Nouveauté: 16 ateliers

Nouveauté cette année: le format « atelier ». Ce temps d’échange entre un animateur et un public limité permet à des professionnels de faire connaître leur  métier, leur quotidien, leurs perspectives d’évolution, etc. Selon vos centres d’intérêts, venez poser vos questions à des professionnels de la banque, du graphisme, de l’agriculture, de la métallurgie ou encore de la chimie! Des étudiants seront également présents pour échanger sur leur cursus de formation: Université, Ecoles de Commerce, Ecoles d’ingénieurs, Apprentissage…
La salle des ateliers est située dans le hall 1. Programme des ateliers.Les conférences et ateliers de Formathèque sont organisés en partenariat avec l'Académie de Nantes, l'Onisep Pays de la Loire et l'Université de Nantes.

Formathèque 2013 Salon FORMATHEQUE - Taispeántas de Nantes Beaujoire - ó Eanáir 25-27 2013
FORMATHEQUE le béim claonadh a ullmhú!
An Acadamh na Nantes, le scoileanna ard agus scoileanna gairmoideachais (poiblí agus príobháideach), leis na hIonaid Faisnéise agus Treoshuíomh Loire-Atlantach slógaí Réigiúnach ONISEP Toscaireachta i rith na Eagrán i 2013 chun cabhrú le scoláirí ina gcuid claonadh gairme ar sheilf tiomanta acadúil. Clár agus cur i láthair iomlán ar an seó ar an FORMATHEQUE suíomh. Níos mó...

Posté par pcassuto à 23:14 - - Permalien [#]


L'Université de la Formation, de l'Education, et de l'Orientation

L'UFEO est à la fois un colloque annuel et un lieu de rencontre pour les élus, acteurs de terrain, décideurs publics, monde associatif, responsables syndicaux, chercheurs, universitaires et étudiants. Elle propose un lieu ouvert d’échange et de réflexion pour les acteurs de la relation formation-emploi. L'UFEO est organisée depuis 1994.
Carte d'identité

La vocation de l’UFEO

L'Université de la Formation, de l'Éducation et de l'Orientation est organisée par Aquitaine Cap Métiers, et la Maison de la Promotion Sociale, centre de formation et pôle d'organisation de congrès.L'UFEO est à la fois un colloque annuel et un lieu de rencontre pour les élus, acteurs de terrain, décideurs publics, monde associatif, responsables syndicaux, chercheurs, universitaires et étudiants. Elle propose un lieu ouvert d’échange et de réflexion pour les acteurs de la relation formation-emploi. L'UFEO est organisée depuis 1994 avec le concours de la Région Aquitaine, des services déconcentrés de l’Etat et de nombreux autres acteurs de la relation formation-emploi en région. Sa conception et son organisation sont placées sous l’autorité d’un Comité Scientifique.
Le thème
2012:
"La formation, coeur du développement humain?"
Le thème 2011:
"La promotion sociale: une idée d’avenir?"
Les précédents thèmes de 1994 à 2010.

2010: "Concrétiser la réforme de la formation professionnelle dans un contexte de crise".

2009: "Qui oriente?"

2008: "l'Europe de la Formation, ambitions communautaires et réalisations concrètes"

2007: "Mobilités: Choisir, subir, construire?".

2006: "Pourquoi se former tout au long de la vie?".
2005: "Discriminations: quelles réalités, quelles réponses?".
2004: "Travail, Métiers, Qualifications: quelles valeurs, quelles responsabilités aujourd'hui?"

> Quelles répercussions de la RTT, de la Validation des Acquis, des mutations économiques sur la valeur du travail?
2002: "Regards croisés sur l'orientation professionnelle"

> Entre éducation au choix et prescription territorialisée dans une perspective de formation tout au long de la vie.
2001: "Entreprises et formations"

> Sortie de crise et dynamiques des territoires. Quels enjeux pour la formation professionnelle dans les entreprises, dans un contexte économique entre Reprise et Crise? Quelles répercussions de la notion de territoires sur les nouvelles pratiques de formation?
2000: "Dialogue avec le changement"

> Comment on administre le changement, comment les organismes de formation préparent-ils le changement économique, social, au niveau du monde du travail, comment résoudre les problèmes d’accès à la formation, pour les femmes, dans les PME, pour les publics peu qualifiés…
1999: "Avenir de la formation professionnelle"

> Le projet de réforme de la loi de 1971, les nouvelles pratiques de la formation, les perspectives européennes sont autant de mutations qui se doivent d'être étudiées et débattues.
1998: "Qualifié ou Compétent?"

> Le glissement sémantique de la qualification à la compétence est le signe d’une nouvelle conception de la construction et de la valorisation des savoirs et des savoir-faire dans et hors de l’entreprise. Conséquences de cette évolution dans les pratiques de gestion des ressources humaines, dans la construction des parcours des  individus et les politiques publiques de validation des compétences.
1997: "Au cœur des organisations: des hommes, des compétences"

> La transmission des compétences dans et par l’entreprise (Transfert, Compagnonnage/tutorat, sauvegarde, diffusion, élargissement).
1996: "Entreprendre le futur"

> La prévision et la décision en matière de travail, d’emploi, et de formation au niveau de l’Etat et des collectivités territoriales, au niveau des entreprises et au niveau des individus.
1995: "Parler le travail"

> L’organisation qualifiante, la transformation et la reconnaissance du travail.
1994  "Système de formation, Pratiques pédagogiques et Projet d’entreprise"

> Comment l’entreprise utilise la formation afin que les salariés adhèrent et participent de façon active à la construction du projet d’entreprise. Comment le projet d’entreprise et la culture d’entreprise infléchissent-ils le plan et/ou les actions de formation. Voir tous les précédents thèmes de 1994 à 2010.
The UFEO is both an annual conference and a meeting place for politicians, practitioners, policy makers, associations, union leaders, researchers, academics and students. It offers an open exchange and reflection for actors in the training-employment relationship.'s UFEO is organized since 1994. More...

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

Fonds d'Innovation pour la Formation Professionnelle - FIFOP

http://www.aquitaine-cap-metiers.fr/capmetiers-theme/images/color_schemes/fifop/cap-metiers-logo.pngL’innovation en formation sur le territoire aquitain
Le Conseil régional d’Aquitaine a souhaité depuis 2008, que l’innovation soit au cœur du développement des compétences et de la compétitivité des organismes de formation  aquitains. Pour cela il a créé un fonds, le FIFOP (fonds d’innovation pour la formation professionnelle), et un lieu dialogue avec les partenaires sociaux notamment, le CRAC – FP (Comité Régional d'Animation et de Conseil de la Formation Professionnelle).
Aquitaine Cap Métiers, dans le cadre de ses missions de CARIF, se fait l’écho des innovations menées en région dans l’objectif:
-    de favoriser la promotion des projets innovants et de leurs résultats en phase expérimentale
-    d’accompagner une dynamique de coopération entre porteurs de projet et au-delà en direction de l’ensemble des professionnels aquitains.
-    de faciliter le transfert d’innovation à l’échelle régionale.
Le Fonds d’Innovation pour la Formation professionnelle a vocation à impulser une dynamique d’innovation en lien avec les besoins des publics, des entreprises et des territoires.
Quatre types d’innovation sont attendues:
-    L’innovation territoriale
-    L’innovation parcours
-    L’innovation pédagogique
-    L’innovation de la formation par alternance
> Pour en savoir plus sur le FIFOP.
http://www.aquitaine-cap-metiers.fr/capmetiers-theme/images/color_schemes/fifop/cap-metiers-logo.png Nuálaíocht in oiliúint réigiún Aquitaine
An Chomhairle Réigiúnach Aquitaine theastaigh ó 2008, go bhfuil nuálaíocht i gcroílár na forbartha scileanna agus oiliúint Aquitaine iomaíochas eagraíochtaí.
> Le haghaidh tuilleadh eolais ar FIFOP. Níos mó...

Posté par pcassuto à 21:52 - - Permalien [#]

Formateurs et gestion des organismes de formation

Logo de l'Agence Régionale de la Formation tout au long de la vie (ARFTLV Poitou-charentes)L’ARFTLV vous propose une sélection de ses outils et dossiers en ligne pour y accéder plus rapidement et suivre les dernières actualités.
Ce menu permet aux organismes de formation et aux formateurs de Poitou-Charentes de retrouver tous les outils, liens et documents utiles pour exercer et développer leur activité, ainsi que les dernières actualités qui les concernent.
Outils pratiques

Créer, gérer un organisme
Adapter son offre et développer son activité
Politiques et données statistiques

Logo de l'Agence Régionale de la Formation tout au long de la vie (ARFTLV Poitou-charentes) The ARFTLV offers a selection of tools and online folders to access them quickly and follow the latest news.
This menu allows training organizations and trainers Poitou-Charentes to find all the tools, links and documents to exercise and develop their business, as well as the latest news affecting them. More...

Posté par pcassuto à 21:43 - - Permalien [#]

Validation des Acquis et Certifications

Logo de l'Agence Régionale de la Formation tout au long de la vie (ARFTLV Poitou-charentes)L’ARFTLV vous propose une sélection de ses outils et dossiers en ligne pour y accéder plus rapidement et suivre les dernières actualités.
Ce menu permet de mieux connaître les acteurs, les aides et les procédures de validation des acquis de l’expérience (VAE) en Poitou-Charentes. Il rassemble également toutes les informations utiles sur les certifications professionnelles accessibles par la VAE ou par la formation initiale ou continue.
La VAE
Le parcours de VAE
Certifications - Quelle certification valider?
La VAE: une thématique prioritaire du CPRDFP
Bilan du dispositif VAE
Logo de l'Agence Régionale de la Formation tout au long de la vie (ARFTLV Poitou-charentes) An ARFTLV Cuireann rogha na n-uirlisí agus fillteáin ar líne a rochtain a fháil orthu go tapa agus an nuacht is déanaí a leanúint.
Ceadaíonn an roghchlár na haisteoirí a thuiscint níos fearr, tacaíocht agus nósanna imeachta do chreidiúnú réamhfhoghlama (APL) i Poitou-Charentes. Bailíonn sé gach faisnéis ábhartha ar cháilíochtaí gairmiúla inrochtana trí oiliúint VAE nó tosaigh nó leanúnach. Níos mó...

Posté par pcassuto à 21:07 - - Permalien [#]
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Monitoring the EU headline target in education and training methodology and country sheets

http://crell.jrc.ec.europa.eu/images/stories/crell/logo_crell.gifBy Mircea Badescu, Beatrice d’Hombres, Anke Weber. Monitoring the EU headline target in education and training methodology and country sheets.
Executive summary
This paper suggests a visual tool to flag and highlight challenges and bottlenecks faced by Member States in reaching the headline target in the field of education and training. This supports DG EaC’s activities to support country desks entertain an informed dialogue with Member States. This methodology builds on the Joint Assessment Framework (JAF) developed by DG Employment and EMCO to monitor and assess structural reforms under the Employment Guidelines through qualitative and quantitative methods. However, the JAF methodology has been adapted to analyse performance and progress in relation to the two headline indicators in education and training. The two headline indicators are broken down into four population sub-groups: i.e., natives, migrants, females and males. It allows examining whether the four sub-populations perform equally well or if, on the contrary, Member States should make a particular effort to improve the performance of one or more of them. Next, a selection of sub-indicators, relevant for explaining the behaviour of the headline target, is used to identify specific country challenges even beyond 2020. These sub-indicators constitute frequently quoted underlined determinants of educational attainment and thus are chosen due to their relevance for the corresponding policy area. The selected sub-indicators are proxies for: labour market returns to education, family background, investment in education, participation and completion patterns. Country achievements on the headline indicators, sub-indicators, and sub-groups are then visualized in comparison to performance at the EU level. The graphical display shows the current position of a country with regard to the EU unweighted average. Separate graphs also show the evolution over the past three years. This document should be regarded as work in progress. After the European Semester 2012 the usefulness of this tool and the list of sub-indicators will be evaluated and changes to the set might be introduced.
Austria (AT) has set itself the target of an ESL rate of not more than 9.5% by 2020. In the past, early school leaving (ESL) has fluctuated around 10%, but decreased to 8.7% in 2009 and 8.3% 2010, well below the EU average. In the past 3 years, the country has made progress towards reducing the rate of early leavers in all four sub-groups, in particular for migrants. Tertiary attainment in Austria is 23.5%, low in comparison to the EU average. It has to be noted, however, that Austria has traditionally obtained a large part of its higherskilled labour force from VET colleges that grant ISCED 4A level qualifications. This is also why the government included this qualification level in its national target of 38%. The migrants and, to a lesser extent the males, have a lower tertiary attainment rate than the EU average level, but there have been positive developments over the past 3 years for all four sub-groups.
Belgium (BE): Belgium outperforms the EU for both headline indicators. Early school leaving rate dropped in the past years and are now at almost 12%. While this promising situation is valid for natives, as well as for females and males, early school leaving rates of migrants are substantially worse and are currently at 21%. However, some efforts are observed in Belgium to reduce early school leaving rates in of migrants in the past 3 years. The pattern is similar for tertiary education completion rates. Here, Belgium performs very well for all subgroups, and attains a tertiary education completion rate of 44%. However, tertiary education completion rates for migrants are only at 36%. The analysis points to the following reasons behind the successful pattern in Belgium: high and increasing investment rates in primary, secondary and tertiary education, favourable family environments for both headline indicators, as well as better participation and completion patterns in upper secondary education and early childhood education.
Bulgaria (BG):
Preliminary results show that in 2010 the rate of early school leavers is slightly below the EU average and stands at 13.9%. Bulgaria has made substantial progress towards reducing the rate of early school leavers over the last 3 years. The analysis of the sub-indicators shows that the GDP spent on primary and secondary education and the participation in childhood education is inferior to the EU average. Concerning the headline indicator on tertiary education, Bulgaria is under performing, comparatively to the EU. While, one the one hand, Bulgaria has a large share of 18-24 year-old with a least an upper secondary education and appears to have tertiary educational system more efficient than the EU average, one the other hand, the share of GDP devoted to tertiary education is lower than the EU average.
Cyprus (CY): Preliminary results show that in 2010 the rate of early school leavers is substantially below the EU average and has remained stable. The sub-group breakdown shows that natives and females perform better than the EU average but the opposite is found for migrants and males. In addition, the gap between migrants and natives is widening over time. The possibility for Cyprus to reach its national target will mainly depend on its capacity to reduce the number of total early school leavers among the sub-group of migrants. The good performance of Cyprus might be in part explained by the large amount of spending devoted to primary and secondary education. Concerning the headline indicator on tertiary education, Cyprus has a tertiary completion rate much higher than the EU average and this is true for all sub-groups. This good performance is also reflected in the sub-indicators. Cyprus invests more in tertiary education than the EU average and the internal efficiency of the tertiary education system appears to stand above the EU average performance. The proportion of young adults with at least an upper secondary education is also high compared to the EU average.
The Czech Republic (CZ) exhibits one of the lowest early school leaving rate in the EU. All sub-groups perform better on average than the sub-groups at the EU level in terms of early school leaving rates. The performance of males is particularly striking. In terms of tertiary education attainment, there has been a rapid annual improvement since 2008. However, in 2010 the Czech Republic had one of the lowest shares of 30-34 year-olds with tertiary attainment in the EU and is still far below the EU average. Some areas of concern might be the low investments in tertiary education and the comparably lower proportion of migrants having completed tertiary education.
Germany (DE): Germany exhibits lower levels of early school leavers than the EU average, except for migrants, who are still at a high level of early school leavers. Although there has been a favourable development of the early school leavers in the past years, further efforts are needed to decrease the rate, for example by increasing the investment in primary and secondary education. For tertiary education completion, we observe that Germany has lower tertiary completion rates than the EU average and this is true for all sub-groups, except males. In particular, migrants and females exhibit substantially lower tertiary education completion rates than males and natives. The development in the past 3 years has however been positive, and this might be explained by positive developments in the participation in upper secondary, investments in tertiary education and favourable family background.
Denmark (DK): Denmark outperforms the EU average for both headline indicators. Early school leaving rate dropped in the last 3 years by more than 14% while tertiary completion rate increased by 10%. Denmark does better than the EU for all sub-groups with the exception of tertiary graduates with a migrant background. The analysis points to the following reasons behind the performances: the high investment in education, a favourable family environment for tertiary graduates and/or better participation and completion patterns, respectively in early childhood education and tertiary education.
Estonia (EE) already performs below the EU average for early school leavers and has set itself the target of reducing early school leaving to 9.5% by 2020. Migrants have a much lower rate than man and natives, but progress was recorded for the later two sub-groups in the past three years. Therefore, the national target seems ambitious but achievable. Estonia has already reached 40% tertiary education completion for the 30-to-34 year olds (an increase of 10 percentage points during the last decade). The country has set a national target of 40 % for higher education attainment and there have been positive developments for all four subgroups, with increases for males and migrants above those observed at the EU level in the past three years. The tertiary attainment for migrants was remarkable.
Greece (GR): Preliminary results show that in 2010 the rate of early school leavers is slightly below the EU average and has continued to make progress over the last 3 years. The sub-group breakdown highlights that the group of migrants is lagging behind and that it will be critical to reduce the number of total early school leavers among this sub-group to improve the value of Greece’s headline indicator. The low performance of Greece is in part echoed by the examination of the sub-indicators. In particular, Greece displays a low participation in early education and devotes to primary and secondary education a percentage of GDP inferior to the EU average. Concerning the headline indicator on tertiary education, Greece is under performing, when compared to the EU though Greece invests more in tertiary education than the EU average and the internal efficiency of the tertiary education system appears to stand above the EU average performance.
Spain (ES): Preliminary results show that in 2010 Spain has a very high rate of early school leavers compared to the EU average, yet some progress has been made over the last 3 years. In addition, the subgroup analysis points out that the group of migrants is lagging behind and that it will be critical to reduce the number of total early school leavers among this sub-group to improve the value of Spain’s headline indicator. The poor results might be in part explained by the unfavourable family background of the population aged 18-24 and lower amount of resources devoted to primary and secondary education comparatively to the EU average. Concerning the headline indicator on tertiary education, Spain is doing better than the EU average and continues to improve. This stands in sharp contrast with the early school leaver rate. This good performance is true for all sub-groups, except migrants.
Finland (FI): Finland outperforms the EU average for both headline indicators. Early school leaving rates are close to 10% and but increased again over the past 3 years. The positive performance of Finland in terms of early school leavers is true for all subgroups except migrants. A similar pattern emerges for tertiary education completion rates. While tertiary education completion is already at over 45%, migrants in Finland have completion rates than in the EU on average. The analysis points to the following reasons behind the successful performance of Finland: high investment in education, favourable family environments, better participation and/or completion patterns in VET and upper secondary education.
France (FR): Preliminary results show that in 2010, France is doing only slightly better than the EU average in terms of the proportion of early school leavers on the whole population aged 18-24 and there has not been any improvement over the past three years. In addition, the sub-group analysis points out that the group of migrants is lagging behind and that it is critical to reduce the number of migrants leaving school early in order to reach the national target. What can be noted positively is the high investment in early, primary and secondary education. Concerning the headline indicator on tertiary education, France is doing a lot better than the EU average and continues to improve. But again, this is true for all sub-groups, except migrants.
Hungary (HU) performs better than the EU average in tackling early school leaving. However, in the past 3 years (2007-2010), the country has made slow progress towards reducing the rate of early leavers; in particular the rate for migrants went up by almost 80%. Future demographic developments, including an increase in the number of disadvantaged pupils, may pose additional challenges in the years to come. Hungary shows a low tertiary attainment rate (25.7% in 2010), which is well below the EU average. Nevertheless, the number of students entering higher education has grown significantly in the last 10 years. The tertiary attainment rates of the natives, males and females have increased in the past three years, more than the average increases observed at the EU level. These increases could be seen as a positive development towards meeting the EU and the national target.
Ireland (IE): Ireland outperforms the EU for both headline indicators. Early school leaving rate dropped in the past years and is now at 10.47%. All subgroups including migrants exhibit low early school leaving rates. However, in the past 3 years, migrants in Ireland have experienced an increase in their early school leaving rate. The pattern is similar for tertiary education completion rates. Here, Ireland performs very well for all subgroups, and attains a tertiary education completion rate of 49.94%. Also in the past 3 years Ireland displayed a positive development, however, increases in tertiary education completion for migrants lagged behind the development of natives. The analysis points to the following reasons behind the successful pattern in Ireland: high and increasing investment rates in primary, secondary and tertiary education, as well as favourable family environments for both headline indicators, and high and increasing incentives to stay longer in education for tertiary education completion.
Italy (IT): Preliminary results show that in 2010, Italy performs substantially below the EU average level in terms of the proportion of early school leavers. There has been some modest improvement over the past three years. In addition, the sub-group analysis points out that the group of migrants is lagging behind and that it is critical to reduce the number of migrants leaving school early in order to reach the national target. What can be noted positively is the high participation in early education while on the negative side the family background of the population aged 18-24 and the resources devoted to primary and secondary education are low comparatively to the EU average. Concerning the headline indicator on tertiary education, Italy is also underperforming, when compared to the EU average. The low internal efficiency of the tertiary educational system and the insufficient level of resources allocated to tertiary education might explain in part this result.
Lithuania’s (LT) early school leaving rate is below the EU average and the national target set for 2020 is to keep the level of early school leavers below 9%. LT is doing better than the EU average in all four subgroups, showing considerably lower early leaving rates for migrants, which dropped even further in the past three years. However, for the other sub-groups, the rate has increased - a contrasting pattern to the trend observed at the EU level for these sub-groups. Lithuania has one of the highest levels of tertiary attainment in the EU. After two decades on the increase, participation in higher education is remaining stable. There have been positive developments for all four sub-groups, with increases well above those observed at the EU level for migrants and males.
Luxembourg (LU): Luxembourg outperforms the EU for both headline indicators. Early school leaving rates dropped in the past years and are now at 7.07%. All subgroups including migrants exhibit low early school leaving rates. The pattern is similar for tertiary education. Here, we note that Luxembourg exhibit high an increasing completion rates and is able to perform more than 11 percentage points better than the EU on average. All subgroups including migrants exhibit very high levels of tertiary education completion rates. The analysis points to several different reasons behind the pattern in Luxembourg. For early school leavers, Luxembourg has favourable participation patterns in early childhood and vocational education. One area of concern might be the comparably low and also decreasing investment levels in primary and secondary education. For tertiary education, explanatory factors might be the favourable family background and the high incentives to stay in education as measured by the employment rate difference.
Latvia (LV) showed sustained progress in reducing the number of early school leavers in the last decade and currently performs better than the EU average. Latvia is doing better than the EU average in only two subgroups (females and migrants), showing higher rates than EU average for males and natives. Based on the current trends and having a comparable better family background than at the EU level, Latvia is therefore likely to reach its national target of 13.9%. Tertiary attainment rates have improved significantly in the last decade in Latvia (from 18.6% in 2000 to 30.1% in 2009 and 32.3% in 2010), and the EU average has almost been reached. However, in 2010, only females performed better than the EU average and the rate for males is well below the EU average level. There were positive developments in this area in the past three years, with increases for all sub-groups, well above those observed at the EU level, especially for females and natives.
Malta (MT): Preliminary results show that in 2010 the rate of early school leavers is the highest in Europe. Malta has made small progress toward reducing the share of early school leavers over the last 3 years. The low performance of Malta is not really reflected by the examination of the sub-indicators. In particular, Malta displays a high participation in the early education and devotes to primary and secondary education a percentage of GDP superior to the EU average. However, the family background of the 18-24 years old is particularly unfavourable. Malta has also lower tertiary completion rates than the EU average and this is true for all sub-groups. The headline indicator has remained nearly identical over the last 3 years. As the proportion of 18-24 years olds with at least an upper secondary education is very low compared to the EU average, there is a concern that Malta’s performance regarding the tertiary educational attainment rate, might continue to lag behind the EU average in the coming years.
Netherlands (NL): The Netherlands outperform the EU for both headline indicators. Early school leaving rates dropped in the past years and are now at 10.08%. All subgroups including migrants exhibit low early school leaving rates. For tertiary education, we note that the Netherlands exhibits high and increasing completion rates. However, migrants in the Netherlands are underperforming compared to natives and also compared to the EU average (tertiary education completion rates for migrants in the Netherlands are 34.3% versus 42% for Natives). The analysis points to several different reasons behind the pattern in the Netherlands. For early school leavers, the Netherlands has favourable participation patterns in early childhood and vocational education. For tertiary education, explanatory factors might be the high and increasing level of investment in tertiary education as well as the favourable family background.
In Poland (PL) the progress on tertiary attainment in the period 2000-2009 has been one of the strongest in the EU. There have been positive developments for all four sub-groups except the migrants, with increases well above those observed at the EU level. The tertiary attainment of the natives, males and females has increased rapidly and this could be seen as a positive development towards meeting the EU and the national target in this area. Poland is one of the best performers in the EU also regarding the early leavers, with a rate of 5.4% in 2010. The country is doing better than the EU average in all four sub-groups, particularly having much lower early leaving rates for females and migrants. In the past 3 years (2007-2010), the country has made substantial progress towards reducing the rate of early leavers, in particular of migrants. For this subgroup the rate of early leavers went down by more than 40%.
Portugal (PT): Preliminary results show that in 2010 Portugal performs largely below the EU performance, with a rate of early school leavers standing at 23.5% However, Portugal has made substantial progress towards reducing the rate of early school leavers and this is true for all sub-groups. The examination of subindicators reveal that the family background of the 30-34 years old cohorts is particularly unfavourable and this might in part explain the underperformance of Portugal for what regards the headline indicator. The tertiary completion rate in Portugal is below the EU average and this is true for all sub-groups. However, Portugal has made substantial progress over the last 3 years. The low performance of Portugal could be in part explained, by the low investment in tertiary education and the poor family environment of the 30-34 years old cohort.
Romania (RO) is one of the few Member States where early school leaving has increased during the last three years, undermining some of the progress in the previous decade. The country shows lower returns to secondary education and this might be a reason for young people to drop from the education earlier; early school leaving is a major cause of unemployment, feeding a vicious circle. At 18.1% in 2010, Romania still has the lowest tertiary attainment in the EU, despite doubling graduation rates during the last decade. However, over the past 3 years (2007-2010), there have been positive developments for all sub-groups with increases well above those observed at the EU level, especially for females. These increases could be seen as a positive development towards catching-up with the EU average level. Over this period, INV TERTIARY has strongly increased (by almost 60%) - a positive development for matching the financial resources with enrolment requirements.
Sweden (SE): Sweden outperforms the EU average for both headline indicators. Early school leaving rates are below 10% and continued to decrease over the past 3 years. Tertiary completion rates for Sweden are at over 45%, which is over 10 percentage points higher than the EU average. The positive performance of Sweden is valid for all subgroups including migrants. The analysis points to the following reasons behind the successful performance of Sweden: high investment in education, favourable family environments, better participation and/or completion patterns in early childhood education and VET, as well as upper secondary education. One area of concern might be the recent tendency of reducing investments in all education levels.
Slovenia (SI) is one of the best performers in the EU in the field of early school leavers and its target is to keep the rate at 5% up to 2020. However, in the past 3 years (2007-2010), the country has not made any progress towards reducing the rate of early leavers; moreover, the rate for migrants has further increased. There has been considerable progress in Slovenia with the tertiary or equivalent attainment rate (34.8% in 2010) which is above the EU average of 33.6%. The country has set the target of increasing the level of tertiary education of the younger generation to 40% by 2020. There have been positive developments in Slovenia over the past 3 years (2007-2010) for all four sub-groups, except migrants, whose tertiary attainment rate dropped significantly.
Slovakia (SK) is the top performer in the area of early leavers from education and training (4.7% in 2010) and is doing better than the EU average for all four sub-groups. In particular, males and migrants have a lower early leaving rate than the EU average and the family background is more favourable. However, spending on primary and secondary education as a percentage of GDP is among the lowest in Europe. Despite the progress made since 2000, Slovakia still has a low tertiary attainment rate with 22.1% compared with the EU average. Over the past 3 years (2007-2010), there have been positive developments for all four sub-groups, especially for migrants who increased their tertiary education completion rate by 15 percentage points. Female’s tertiary attainment has also increased rapidly by 10 points. But at the tertiary level, the investments expressed as a % of GDP are still among the lowest in Europe and this could be seen as a challenge for country’s efforts to increase enrolments at this level.
UK: The United Kingdom exhibits higher levels of early school leavers than the EU average for all subgroups except for migrants. Migrants in the UK perform better than migrants on average in the EU in terms of early school leaving rates. In the past years, the UK made some efforts to reduce the rate of early school leavers, and these efforts are also reflected in the high rate of participation in early education and investments in primary and secondary education. For tertiary education completion, we observe that compared to the EU average, the UK has high and increasing tertiary completion rates and this is true for all sub-groups including migrants. However, some area for concern might be the low and decreasing investments in tertiary education and the comparably low incentive to stay longer in education in the UK. Download Monitoring the EU headline target in education and training methodology and country sheets.

Posté par pcassuto à 19:12 - - Permalien [#]

Government expenditure on education in the EU

http://crell.jrc.ec.europa.eu/images/stories/crell/logo_crell.gifBy Mircea Badescu, Massimo Loi. Government expenditure on education in the EU: Level and trends.
Introduction

This paper analyses the 2010 level and the main trends related to the general government expenditure on education since 2002. 1 This analysis is based on data from Classification of the Functions of Government (COFOG) which is one of the four classifications of expenditure according to purpose used in the System of National Accounts (SNA). As opposed to the other international classification used to compare education finance data - the Unesco-OECD-Eurostat data collection (UOE) - COFOG has the advantage of providing more recent data. A detailed comparison between the two data sources is provides in the annex.
Main findings:
- In 2010, the amount directed to education was about 670 billion of Euros. It increased between 2002 and 2010 (see Chart 1 below and Table 1 in appendix).
- With the start of economic recession in 2008 EU governments have managed to secure growth of education expenditure (2.2% in 2008, 0.6% in 2009 and 3.5% in 2010). As a result of a sizeable drop in the GDP, this implied an increase in government expenditure on education as percentage of GDP.
- At the country level in 2010, government spending on education as a percentage of GDP was the highest in Denmark (8.1%), Cyprus (7.5%), Sweden and UK (7%). The lowest percentages are observed in Romania (3.4%) and Greece (3.8%).
- In the majority of EU countries, less than a quarter of government expenditure went to tertiary education in 2010. However, Romania, Finland and Poland allocated about 30% of their public government funds to tertiary institutions whereas this share was 8% in Luxembourg and 10% in Italy.
- The emphasis on specific categories of government expenditure at the EU level has changed between 2002 and 2010. The share of education expenditure has slightly decreased in 2010 compared to 2002, and now represents below 11% of the total government expenditure. This proportion goes from 7.6% in Greece to 16.7% in Estonia...
Conclusions
1. Relative to GDP, government expenditure on education indicates the priority a country gives to education. The proportion of a country’s financial resources devoted to education is the result of choices made by governments, enterprises, and individual students and their families. Taking into account all general government sources of funds, in 2010 EU countries as a whole spent about 5.5% of their collective GDP on education with over 4 percentage points difference between the country spending the most and the country spending the least. Government spending on education as a percentage of GDP was the highest in Denmark (8.1%), Cyprus (7.5%), Sweden and UK (7%) whereas the lowest percentages are observed in Romania (3.4%) and Greece (3.8%).
2. In 2010, all EU countries allocated more than two-thirds of their combined government expenditure to education below the tertiary level. Between 2002 and 2010, spending on the various levels of education evolved quite differently. In countries where the enrolments at the tertiary level went up considerably in the past years (ex. Poland, Romania), the proportion of government spending at this level has subsequently increased.
3. Education has to compete with a wide range of other government-funded areas for available public resources. In 2010, education took a decreasing share of total government expenditure in most EU countries compared to 2002. In Romania, Ireland, Portugal, Lithuania, there have been particularly significant shifts in the share of government expenditure away from education. These shifts are likely to reflect government priorities. Further analysis is needed to better capture the spending patterns and to isolate the determinants of these changes in each country. Download Government expenditure on education in the EU: Level and trends.

Posté par pcassuto à 19:07 - - Permalien [#]

Towards a Benchmark on the Contribution of Education and Training to Employability

http://crell.jrc.ec.europa.eu/images/stories/crell/logo_crell.gifBy Christelle Garrouste. Towards a Benchmark on the Contribution of Education and Training to Employability: Methodological Note.
INTRODUCTION

“Given the importance of enhancing employability through education and training in order to meet current and future labour market challenges, the Commission is invited to submit to the Council a proposal for a possible European benchmark in this area by the end of 2010” (Council Conclusions of 12 May 2009 on “Education and Training 2020”, 2009/C 119/06).
Following this request, the Directorate-General for Education and Culture (DG EAC) commissioned to the Centre for Research on Lifelong Learning (CRELL) a series of analyses of the contribution of Education and Training systems (E&T) to employability.
The first CRELL report proposed an analytical framework and indicators to measure E&T systems provision of essential skills, facilitation of the school-to-work transition and support of lifelong learning (LLL), (Arjona Perez, Garrouste and Kozovska, 2010a). Based on this study, the Member States Expert Group on Employability Benchmarks concluded on March 3, 2010 that i) Vocational Education and Training (VET) plays a key role in supplying skills that are valued in the labour market; ii) the duration of the transition from education to work and the (mis)match between education and occupation are both topics of policy interest; iii) participation in LLL of older and low qualified workers and returns to education at a later age were also two possible areas for educational benchmarks supporting employability. The Expert Group requested an in-depth analysis of each of the above topics, with information on data availability and a list of indicators from which a benchmark could be chosen. The resulting work was compiled in a second CRELL report (Arjona Perez, Garrouste and Kozovska, 2010b). CRELL prepared a preliminary statistical report presenting different methods to conduct forecast estimations on transition phase indicators which was presented to DG EAC, EUROSTAT, DG EMPL and CEDEFOP at an inter-service consultation meeting on Septembre 13, 2010.
Based upon the comments from the Standing Group on Indicators and Benchmarks (SGIB) and suggestions from EUROSTAT, DG EMPL and CEDEFOP, DG EAC decided to focus the benchmark proposal on one sole indicator of transition from education to employment that would target a percentage increase of the employment rate of 20-34 years old graduates. The present report describes the methodological framework applied to define the proposed benchmark. Section 1 briefly discusses the relevance of an indicator on the transition from education to work as a proxy of the contribution of education to employability. In turn, section 2 presents in details the nominator and denominator of the retained benchmark indicator and section 3 displays the corresponding 2004-2010 historical trend data computed by EUROSTAT. Moreover, in section 4 we report results from preliminary robustness checks, confirming the validity of that data to measure employability. Further, section 5 explains the method applied to define the target value at the horizon 2020. Results from the three deterministic forecasting methods retained are presented in section 6 along side with the results from Monte Carlo simulations. Finally, section 7 concludes with a benchmark proposal on education for employability.
The analysis presented in this report is based upon the September 14, 2011 extractions from EUROSTAT’s EU-LFS annual data from 2004 to 2010.
7. DISCUSSION AND CONCLUSIONS

In section 4.2., we showed that two deterministic forecasting methods out of three estimate an overall increase between 2010 and 2020 by almost 5 percentage points, with significant variations across individuals with different educational attainment levels. For instance, we observed a 3 percentage points decrease for the medium educated (when considering the conditional trend model). The only educational group for which a positive increase is predicted by all three methods is the high educated (with an increase comprised between 2 and 3 percentage points).
In view of the variability of these results, we relaxed the assumption that each scenario predicts the overall employability rate at an equal weight. We conducted Monte Carlo simulations for each method to estimate the impact of a random change of weight in one scenario at a time (section 4.3). This final adjustment revealed that in the case of method 1, the assumption of equal weight could be validated; while in the case of methods 2 and 3, scenario 4 was less likely to occur than the other three scenarios, and in the case of method 2 only, scenario 3 was more likely to occur than the other three (see Table A.4 and Figures A.6-A.8).
In turn, the Monte Carlo simulations yield a lowest possible value of 75.91% (based on method 3) and a highest possible value of 83.96%. (based on method 1) (see Table A.4). In terms of plausible percentage point changes between 2010 and 2020, this means that the benchmark target should be defined within a range of [-0.6; +7.5]. A negative benchmark target being of course excluded, we need to choose a value within the range [0; 7.5].
The choice of the actual target value within that range becomes at this stage more political than statistical. Still, one last statistical option in support of the final political decision is to look back at the overall mean value estimated by the deterministic forecasting methods (Table 1), namely +3.79, which enables us to finally reduce the plausible range of values to [3.79;7.5].
Finally, considering the full analysis presented in this report, DG EAC decided to formulate the following benchmark proposal as defined in Box 3 below (European Commission, 2011).
As demonstrated above, this choice of a minimum of 5 percentage points increase is motivated by the fact that such a target would guarantee a plausible (and thereby, realistic) improvement of the employability of all educational groups (supported by all forecasting methods and controlling for uncertainty). As shown by Figure A.9, such a target would lead the majority of the MS above 75% of employability for their 20-34 year-olds graduates. The main outliers are IT, GR, LV and EE, who are expected to remain below 70% of employability. When looking at the higher educated sample, only countries below 80% by 2020 are GR and IT. For the medium educated sample, six countries are expected to be below 70% by 2020, namely EE, IT, LV, LT, IE and GR.
Of course, such an overall target would require specific sub-targets by gender, by type of educational programme (vocational vs. mainstream), by field of education, and, in some countries, by immigration status.
Overall, “the purpose of a benchmark on Education for Employability is to enhance policy exchange on what constitutes good education policies to stimulate employability. Relevant policy steps have already been outlined in "the Framework for Youth Employment" in "Youth on the Move" and within the "Agenda for New Skills and Jobs". These would suggest that education systems shall engage in systematic monitoring of the labour market situation of young people and develop better and more responsive educational policies which reflect labour market realities, including the provision of the mix of skills or key competences that are relevant to the labour market; combating early school leaving; enhancing school-business links; providing transparent information on learning outcomes; aligning the orientation of graduates to future labour market demands; and providing guidance and counselling” (European Commission, 2011). Download Towards a Benchmark on the Contribution of Education and Training to Employability: Methodological Note.

Posté par pcassuto à 18:59 - - Permalien [#]

Lifelong Learning in China Emphasises Continuing Education and Vocational Skills

On 11 October 2012, China’s annual National Lifelong Learning for All Activities Week, organised under the patronage of the Ministry of Education of China, Chinese Adult Education Association and the National Commission of China for UNESCO, was opened in Chengdu, capital of the Sichuan province in Western China. During an impressive opening ceremony at the Dacheng Conference Hall of Chengdu City, hosted by the Chengdu Community College, a series of initiatives of the Chinese authorities in support of lifelong learning was launched and a range of awards was granted to individuals and institutions to honour their efforts in supporting lifelong learning practice on the local, provincial and national levels. The initiatives mentioned had a strong focus on improving cooperation between cities and higher education institutions to enhance provision of continuing education for a broad range of potential learners.
In her address, Ms Lu Xin, Vice-Minister of Education of China, reinforced that continuing education is a most useful element of lifelong learning and crucial for reforming of education towards a modern system, while highlighting the need for effective pooling of resources from universities and municipalities to that end. She ended by reiterating that the demand for continuing education is evident and broadly shared, but concrete provision of learning opportunities must be strengthened, that responds creatively to the demand, with a focus on bridging initial vocational education and higher education.
Mr Werner Mauch, Senior Programme Specialist from the UNESCO Institute for Lifelong Learning, extended UNESCO’s congratulations to China for the progress made with the Lifelong Learning Activities Week. Already celebrated for the eighth consecutive year  in 2012, the initiative reaches out to more than 530 cities, districts and counties within 23 provinces nationwide. Furthermore, Mr Mauch praised the laudable efforts of the Chinese government in building a learning society in China.

Posté par pcassuto à 18:36 - - Permalien [#]

CeQuInt Newsletter no.1

THe first CeQuInt Newsletter was sent out to ECA's stakeholders. The CeQuInt project intends to inform its target audiences proactively about its activities. The quarterly CeQuInt Newsletter is just one way of informing its direct stakeholders.
The CeQuInt newsletter will be send out quarterly and povides information about the ongoing project activities.  You can register to receive the newsletter via e-mail. You will then automatically receive the CeQuInt Newsletter. If you already receive the ECA newsletter, you don't need to register. The CeQuInt Newsletter is also published online on ECA's website.
Current literature suggests that higher education’s internationalisation is perceived as an indicator for the quality of higher education. Nonetheless few approaches have been developed to assess the quality of internationalisation. The current national quality assurance and accreditation systems do not explicitly include international and intercultural learning outcomes and a commonly agreed assessment methodology is lacking.
CeQuInt therefore intends to develop such a methodology.
The overall aim of the project is to assess, reward and enhance internationalisation.
CeQuInt will develop an assessment framework (i.e. methodology) to assess the internationalisation of a programme or an institution and which, if completed successfully, can lead to the award of a Certificate for Quality in Internationalisation. The Certificate is intended to confirm that a programme or an institution has successfully incorporated an international and intercultural dimension into the purpose, function and delivery of its education.
The project is based on the consortium's commonly agreed framework for internationalisation and will focus on both enhancement and excellence.

Posté par pcassuto à 18:28 - - Permalien [#]