The last issue of the magazine in 2012 is a joint issue prepared together by the ECVET core and support teams. It contains:
An editorial by Erik Hess, Policy Officer ECVET at European Commission DG EAC, reviewing the year 2012 and stating the priorities for 2013;
An article on the second joint ECVET-EQAVET-EQF seminar held in October in Paris on using units within professional qualifications;
An article on the customized seminar for the UEAPME (European Association of Craft, Small and Medium-sized enterprise) held in September in Brussels;
An article on the customized seminar for the nuclear energy sector held in September in Brussels;
An article on the pilot projects’ approaches to the definition of units of learning outcomes and their assessment;
An article on the ECVET expert teams from Greece, Malta, Italy and Slovenia; 4 articles each describing a pilot project: VET-CCS (Vocational Education and Training Credit Conversion System in Malta), CO.L.O.R (competency valorisation and learning outcome recognition for migrants and mobile workers within Italy), ESyCQ (ECVET-solution to the recognition of prior learning in Germany) MEN-ECVET (analysing alternatives for recognised mobility in France);
An article on the NetECVET network, which promotes ECVET to practitioners;
An article on the “PEP goes local” project, follow up of the PEP project (Partnership for Experimenting with ECVET in a Practical Context). Download ECVET Magazine n. 12.
MEN-ECVET – Analysing alternatives for recognised mobility in France
MEN-ECVET is a pilot project led by the French Ministry of National Education which analyses how ECVET can be introduced into the existing framework for the design and award of qualifications under the responsibility of this ministry. The project works with five qualifications, all of the same type and level (vocational leaving certificates Baccalauréat Professionnel EQF level 4), but covering different sectors (manufacturing and services).
The project will result in recommendations on how to proceed with further implementation of ECVET in France for the qualifications under the responsibility of the Ministry of National Education.
In the first stage, the project analysed the compatibility between ECVET technical specifications and the national regulatory framework, in particular the rules and practices for designing and describing qualifications. The results of this first stage of analysis were presented in an earlier version of the ECVET Magazine (number 7, 2012). In the second stage, the project partners analysed the practical feasibility of recognised mobility as part of the existing system. In the context of this project recognised mobility is about:
• Transnational mobility of learners in initial VET;
• Recognition takes the form of award of a full unit or part of a unit which will be part of the full qualification. The unit (or part of the unit) is assessed abroad and validated and recognised upon return. This second stage of the project is discussed in this article.
Identifying the possibilities
The work of the project identified two possible options for introducing recognised mobility to France. The feasibility of these options is being analysed. The options are:
• Option 1 - Achieving part of an existing unit abroad;
• Option 2 - Designing and recognising an optional unit which would certify the acquisition of competences specific to mobility.
In initial VET, it is already possible for VET providers to break down the final assessment into several continuous assessments. This rule is the basis for the first option. It means that each unit in a given qualification can be achieved either via a final assessment (upon completion of the full programme – hence not compatible with mobility) or via continuous assessment. Continuous assessment means that the learner undergoes several assessments (the number and nature of these is defined in the qualification standard) during his/her pathway. When all the assessments are validated the unit is achieved and there is no final assessment. While final assessment has to be undertaken in strictly defined conditions, in particular when it comes to the composition of the jury, continuous assessment is more flexible and can be carried out by an external assessor (namely the in-company trainer). This is notably used when the continuous assessment concerns competences achieved as part of workbased learning. Theoretically, it would hence be possible to delegate one of the continuous assessments to a foreign partner institution, even though this would require adjustments in the current regulations.
The second option would introduce a new element to VET qualifications of the Ministry of National Education. The possibility of ‘optional units’ already exists. It is relatively wide-spread in the general education leaving certificate (Baccalauréat Général) where students take an optional subject (and related assessment) in addition to those subjects that are required for this qualification. Though also possible in VET, in practice the use of optional units in this sector of education is rare. Via the introduction of an optional unit, the MEN-ECVET project aims to recognise explicitly the competence achieved through international mobility. It would be a transversal unit (not specific to any given qualification) on international competence which would certify that the person has achieved the capacity to orientate himself/herself in a foreign professional environment.
To identify and further fine-tune these two options the project followed this method:
• The project core team interviewed practitioners who took part in earlier ECVET experimentations in France and who were also working within the framework of the Ministry of National Education;
• These people were interviewed about their methods of testing ECVET, the solutions as well as difficulties. Based on these interviews the two above described options were fine-tuned;
• Two working groups were successively set up, one for each of the above options. Each of the groups had a different sectoral focus. They worked on the basis of the five qualifications chosen for the MEN-ECVET project, each covering different sectors: manufacturing and services.
Results of the analysis
Both groups were able to develop hypothetical examples of processes where mobility would be recognised. Regarding the first option, the group reviewed the qualifications standards and identified which of the units contain knowledge, skills and competence that could be achieved abroad. The reflection took into account the feasibility for students to develop the required skills and competence abroad, in a foreign environment, and also in a limited period of time. The group also took into consideration the added value mobility would have for the development of those competences. As a result, for each qualification chosen for the project, a set of competences which is part of one larger unit from the French qualification standard concerned was recommended for mobility. The group also discussed how the competences would be assessed and validated. The group concluded that this approach to recognised mobility would be feasible. The main challenge for further development of this option is that the host organisation needs to provide learning that corresponds to the competences defined in the French national qualification standard for the given part of a unit. The second group analysed, based on existing research and experience, the possibility to define and describe transversal competence linked to international experience. The group also analysed how such a unit could be assessed. The group concluded that the development of this option needed further analysis and fine-tuning: The main challenge being the need to identify a clear and unambiguous set of competences corresponding to the international experience, which can be assessed rigorously and in an objective manner.
In the next steps, the project is going to:
• Refine the analysis of the second option to assess whether it is truly feasible to define and assess (in an objective manner) the set of competences expected; and
• Analyse the possibilities for using ECVET points in the context of qualifications of the Ministry of National Education.
The project is expected to conclude in the summer of 2013. The final report will include, among other aspects, recommendations regarding the two options discussed above. It will contain suggestions for regulatory amendments that will be submitted for decision at the ministry level.
More info: Martine PATY, Ministère de l'éducation nationale. E-mail: email@example.com. Website: http://www.ciep.fr/expert_educ/professionnel/Leo_men-ecvet.php.
See also: ECVET Magazine n. 11, ECVET Magazine n. 10, ECVET Magazine n. 9, ECVET Magazine n. 8, ECVET Magazine n. 7, ECVET Magazine n. 6, ECVET Magazine n. 5, Issue 4, April 2011, Issue 3, January 2011, Issue 2, November 2010, Issue 1, June 2010, Issue 4, April 2010, Issue 3, November 2009, Issue 2, July 2009, Issue 1, April 2009.
The issue 11, prepared by the ECVET support team, is dedicated to the annual ECVET Forum 2012 held in Brussels from May 31 to June 1. In this issue Cedefop has a prominent role. Link to the ECVET Forum 2012. Download ECVET Magazine n. 11.
Update on Erasmus for All and the national teams of ECVET experts, Alison Crabb and Erik Hess (European Commission, DG Education and Culture)
There are a number of initiatives that support the development of an ECVET community of practice, e.g. the forthcoming “Erasmus for All” programme and the creation of national teams of ECVET experts. Alison Crabb and Erik Hess led a discussion and information session on the idea of a community of practice. This plenary session was introduced by two videos from “You Tube”:
• the first video introduced ‘Erasmus for All’ which has been proposed by the European Commission on 23 November 2011. It was clear that this programme could provide a response to the funding problems facing a growing number of mobility schemes. More information is available at: http//ec.europa.eu/education/Erasmusfor-all/
• the second video looked at some of the ECVET technical specifications including the use of a Memorandum of Understanding. This video is particularly useful for those who are new to ECVET. A copy can be found at: http://www.ecvet-team.eu/fr/content/documentation-forum-2012
Through a series of questions, the “Erasmus for All” programme was further explained by Alison Crabb.
Erasmus for All is the future EU programme for education, training, youth and sport proposed by the European Commission. Could you tell us more about the objectives of the programme, and why the decision was made to merge some previous programmes?
Erasmus for All proposes to bring together youth, training, formal, informal and non-formal education, international cooperation and sport. It offers three key actions: learning mobility, cooperation for innovation and developing good practice, and support for policy reform. After several decades of experience of Leonardo da Vinci, Erasmus, Youth and other programmes, we know that learning is the common goal of many activities supported by European programmes. We can see that different learning sectors are cooperating more - our objective is to offer a programme which reflects this.
What is the connection with ECVET?
I think there are two things to note, both of which demonstrate interesting developments in VET at a European level:
• firstly there is a proposal related to “Sector Skills Alliances”. This targeted action supports cooperation in addressing skill mismatches in order to ensure that VET systems provide the skills required by the labour market. We are looking for “win-win” solutions which increase competitiveness as well as learners’ employability. “Sector Skills Alliances” can promote cooperation between the world of education and training; develop sector-specific expertise; and work with those authorities who are involved in policy-making or decision-making for education and training systems. The core of the action is to identify the skills needs for the sector. Based on evidence, the “Sector Skills Alliances” will design and produce joint curricula and set out a range of teaching and learning methods which provide learners with the skills required by the labour market. Our overall goal is to have a more systemic impact on training. The call for pilot projects is focused on five sectors: automobile, aeronautics, health care, tourism, and sustainable energy including construction. More information is available at: http://ec.europa.eu/education/calls/s0112_en.htm
• the second new aspect of Erasmus for All relates to mobility. In terms of volume, the objective is to double the number of participating VET learners, as well as to increase the number of participating staff. In terms of quality (where ECVET can play an important role), the objective is to make mobility part of the overall strategy of participating institutions. Mobility should not be based on a single "pioneer" member of staff; we really want to make an impact on the whole institution.
Will a quota be set for VET mobility?
In the proposal from the European Commission, a minimum percentage of the budget is assigned to individual education sectors (VET, higher education etc…). At the moment the percentage assigned to VET includes funding for adult education and is 17 per cent. The percentage assigned to higher education is 25 per cent. In relation to “learning mobility”, the proposal is to direct around 60 per cent of budget to this activity. We should note that the budget is still under discussion.
Should young learners be sent abroad?
Yes. Many organisations have years of experience with Comenius and Leonardo da Vinci. They know that once learning outcomes are set and the right framework is in place, mobility can provide young learners with a good quality experience. While mobility must give learners an experience that is compatible and valued in their national systems, the benefits for young learners can be very convincing.
Are there study visits in the future programme?
Study visits are not included in the European Commission proposal. However the proposal includes measures which support staff and their professional mobility e.g. job shadowing, teaching, experiencing different forms of learning.
How can mobility be promoted to encourage more VET students to go abroad?
Demand from learners is already high. The funding needed to support this demand already exceeds the available budget by 100 per cent. But are we sure that workplaces are ready to receive more trainees? It is important to promote the benefits of mobility, not only for participating learners, but also for their home institutions and for the host workplaces. We also have to stress the connection to ECVET, explaining the value of using learning outcomes, and the need to ensure that learning meets the expectations of the learners’ curricula. This is the challenge for VET policy makers.
Why is cooperation with 3rd countries available to the higher education sector and not to VET?
VET systems are more diverse than higher education systems. This makes well-structured cooperation with third country institutions more of a challenge. It is mainly for this reason that cooperation with third countries is not yet available to VET. Through a second series of questions, the role of the national teams of ECVET experts was further explained by Erik Hess. The questions arose in response to the European Commission’s call for proposals to create these national teams.
What will be the role of the experts?
The role of the national experts is to bridge the gap between the policy level where national authorities, social partners and others work on ECVET implementation and those individuals who work in VET institutions. Trainers and training providers need materials that are easy to use. The guidelines and templates must be easy to understand and suitable for an audience that is not as well informed as people in this forum. There is a real danger that those individuals in VET organisations who will put ECVET into practice do not understand what we are talking about. We have to modify our materials in order to meet the needs of trainers in companies, individuals in VET providers and the learners. The national teams of ECVET experts will be attached to the Lifelong Learning Programme’s National Agencies, and they will contribute to the adoption, implementation and use of ECVET. They will provide information and give advice to promoters (schools, companies etc.). They will organise seminars, workshops, launch information campaigns and modify guidance so it can easily be understood by all.
A question about a possible road map: what is the plan?
This is a restricted call for proposals. There is no specific roadmap in place. In making this call in the VET area, we were inspired by the success story of the Bologna experts in the higher education sector. This is a two year call under the Lifelong Learning Programme - we expect the proposals to address technical issues in an activity plan overseen by the National Agencies.
How will the European coordination be done?
It is not our intention to set up a governance body. Our governance arrangements are already in place - the ECVET Users Group - many of whom are here today. We have linked the national teams of ECVET experts to National Agencies so they can support the success of ECVET implementation through project funding. At a European level, there is close cooperation with social partners and Member States. This is helping us to produce guidance, users’ guides, and templates for a Memorandum of Understanding and Learning Agreement. One task for the national teams of ECVET experts is to use this information in their national context.
Can ECVET experts come from a range of backgrounds, including the business world?
Decisions on national experts are made at a national level. It would not be appropriate for us to decide on individuals. Individuals from the business world may well have an excellent background for this role.
How can the quality of the experts be assured?
When we prepared the restricted call, we included some criteria so that the experts are able to support ECVET implementation. But we also provided flexibility to allow the selectors to choose the most suitable people in order to meet national, regional or sectorial needs. I would stress that we are at the start of a process and we are learning and listening to feedback.
Will there be an EU evaluation of the whole project (e.g. an assessment of what has been delivered by each team of experts)?
There is no plan for an assessment – it will be part of the global evaluation of the Lifelong Learning Programme. However, the National Agencies will have to prove they have delivered what they intended to do in the activity plan. The executive agency will assess progress and the final reports that are submitted by the National Agencies.
You mentioned the need to simplify. How?
At a European level we are working in a wide range of areas where different instruments are being developed: e.g. we have the European Qualifications Framework (EQF), the European Quality Assurance in Vocational Education and Training (EQAVET) and ECVET. This has led to numerous contacts points (national reference points, national coordination points etc.) There is much to gain from greater synergy. We can reflect on the advantages of the merger of different coordination points. This is for Member States to consider as they reflect on the need to create a simplified approach at the national level. Other questions were submitted to the European Commission officials. Due to the time constraints, it was not possible to answer all of them during the forum. All the unanswered questions have been sent to the European Commission for comment. Download ECVET Magazine n. 11.
See also: ECVET Magazine n. 10, ECVET Magazine n. 9, ECVET Magazine n. 8, ECVET Magazine n. 7, ECVET Magazine n. 6, ECVET Magazine n. 5, Issue 4, April 2011, Issue 3, January 2011, Issue 2, November 2010, Issue 1, June 2010, Issue 4, April 2010, Issue 3, November 2009, Issue 2, July 2009, Issue 1, April 2009.
The subject of this conference is higher education ranking systems with a particular focus on the needs of different users. The conference will also focus on the Commission's U-Multi-rank project and will provide an opportunity for the consortium leading this project to provide clarity to institutions and policy makers around the opportunities, challenges and requirements of the project.
Expected participants include representatives of the various users of rankings systems including students, institutional leaders, academics, enterprise leaders and policy makers.
Aoife Conduit, Assistant Principal, Higher Education Division. T: +353 1889 22 65. E: firstname.lastname@example.org.
The Irish Presidency can be summed up in a simple phrase “Stability, jobs and growth”. When considering our priorities, each agenda item was viewed through this lens. The Irish Presidency will be that of a recovery country driving recovery in Europe.
The banking crisis of 2008 sparked one of the most challenging periods the EU has ever had to face. Member State governments and all the European Institutions have worked together to seek common solutions to the challenges posed. Dealing with the crisis has taken time. However, we must now look beyond the crisis. In practical legislative terms the Irish Presidency hopes to advance, and in many cases conclude, negotiations on some of the most important dossiers and initiatives currently before EU decision makers. Some of these key priorities are highlighted below.
Ensuring the conditions for job creation and sustainable growth
Youth Unemployment: The Presidency will work to advance proposals to help turn the tide on youth joblessness. The Youth Employment Package includes a “Youth Guarantee” aimed at setting principles to help ensure that young people who are not working or studying, receive an offer of employment, continued education, an apprenticeship or a traineeship. The Presidency aims to make significant progress on the Youth Guarantee. The issue of youth unemployment will be the main focus at the Informal Ministerial meeting of Employment and Social Affairs Ministers in Dublin in February 2013.
Labour Mobility: The Presidency will work to remove obstacles in the way of worker mobility. This includes reaching a First Reading Agreement on the rules for the Posting of Workers. Ireland will also work to reach a General Approach in June on the Supplementary Pensions Rights Directive. In addition the Presidency will work to progress legislation to strengthen the supports to mobile workers.
Professional Qualifications: The Presidency will work to achieve agreement on the Proposal on the Recognition of Professional Qualifications in order to facilitate greater labour mobility for skilled workers.
Small and Medium Enterprises (SMEs): SMEs are the key driver of jobs and growth in Europe. The Presidency will host an informal meeting of Competitiveness Ministers in May on the theme of “SMEs as a driver of European Growth”. The Presidency is seeking to secure agreement on the Programme for the Competitiveness of Enterprises and SMEs (COSME) which aims to provide targeted support for the sector. In addition the Presidency will promote the Smart Regulation agenda as well as the Company Law (Accounting) Directive which will reduce the administrative burden on microenterprises and SMEs.
Single Market: The Single Market has been one of the EU’s greatest success stories. 500 million consumers need a fully functioning and open single market. Ireland will work to further unlock that great potential through completing the dossiers that remain open under the Single Market Act I (professional qualifications, labour mobility, accounting, auditing measures, intellectual property measures including copy-right, trade market regulations, public procurement directives, product safety and market surveillance). We will prioritise progress on actions in the Single Market Act II as they are published by the Commission.
Digital Single Market: Only by embracing the digital revolution can the EU hope to compete globally in the 21st century. Growth in the digital economy will promote cross-border commerce and improve competitiveness, delivering long-term advantages for business and consumers alike. The focus of the Presidency will be on measures that support the digital economy. These measures range from legislation on intellectual property rights, cyber security, e-signatures Identification to high-speed broadband rollout and web accessibility.
Data Protection: As part of its focus on the Digital Agenda, the Presidency will work to reach agreement in the Council on key aspects of the Data Protection package. Progress made by the Presidency in this area will strengthen confidence in the digital economy and support the growth of the Digital Single Market.
Horizon 2020: In the context of overall agreement on the MFF, the Presidency is aiming for agreement on Horizon 2020, the EU framework programme for research and innovation.
Trade: Europe’s recovery cannot happen in isolation. Ireland will prioritise trade agreements with key partners and work towards opening new markets and creating new opportunities for enterprise, leading to more jobs and growth. The Presidency will place a special focus on the EU-US trade relationship, with the aim of working towards a formal Council mandate for the start of negotiations on a new comprehensive EU-US Free Trade and Investment Agreement
Public Procurement: Public authorities across the EU spend approximately €2 trillion per annum on the procurement of goods, services and works. Revised public procurement proposals aim to increase the efficiency of public spending to ensure the best procurement outcomes in terms of value for money, by making the existing rules more simple, flexible and user-friendly. The Presidency will work towards securing agreement with the European Parliament on the proposals.
Intellectual Property (IP): IP is the cornerstone of any competitive modern economy, especially in today’s global market. The Irish Presidency will seek maximum progress on copyright, trademarks and patents.
Connecting Europe Facility (CEF): Sustainable and interconnected transport, energy and digital networks are priorities for Europe’s social and economic development. The CEF will determine how the Union’s resources will be invested across transport, energy and telecommunications/digital infrastructures. The Presidency will prioritise the CEF and also a number of the individual proposals which will make connecting Europe a reality...
7th Environment Action Programme (EAP): The proposed 7th EAP sets out the priority objectives for EU environment policy for the next ten years, grounded in an ambitious vision for an inclusive, green and competitive European economy that safeguards the environment. The Presidency considers the 7th EAP to be of critical importance for Europe’s future, and will work to finalise agreement with the European Parliament.
Le Cabaret Pasteur s’appuie sur un double argumentaire:
- Les découvertes d’un chercheur sont au croisement de 4 trajectoires: sa vie personnelle, la vie des idées scientifiques, la vie des institutions scientifiques et la culture de son époque.
- Si les idées sur les microbes ont évolué – on parle maintenant de bactéries et de virus -, les grandes lignes des problèmes d’hygiène et de santé (contagion, prophylaxie, conceptions de la maladie, conceptions du public sur ces aspects) sont tracées dès l’époque pasteurienne.
Spectacle Le Cabaret Pasteur, spectacle d’1 h 10 minutes à forte interactivité avec le public, composé à partir d’un panier contenant des objets évoquant Pasteur et son œuvre pasteurienne et de textes provenant des journaux, d’écrits scientifiques, de commentaires de l ‘époque pasteurienne. Débat autour des ressemblances et différences entre les principes d’hygiène du XIXe siècle et l’éducation à la santé du XXIe siècle et de l’évolution des questions de microbes, contagion, résistance et vaccination.
Louis Pasteur fut homme de sciences et pas seulement homme de la rage. Des cristaux et des microbes, des levures et des fermentations, des chimistes et des physiciens, des cristallographes et des naturalistes, du vin et des vignerons, de la bière et des brasseurs, des vétérinaires et des médecins, des agriculteurs et des industriels, on n’en finirait pas de compter les rencontres qu’il a pu faire. Mais Pasteur fut aussi homme de spectacles. Conduit à mener des expériences publiques et à donner des conférences de grande envolée pour emporter la conviction de ses pairs et du grand public, il fut lui-même sujet de spectacles : le Jubilé pour son 70e anniversaire, son enterrement, le centenaire de sa naissance, mais aussi des films, des pièces de théâtre et... des chansons. Le Cabaret Pasteur exploite, sous une forme spectaclisée, des matériaux témoignant de toutes ces rencontres faites par Pasteur et de tous les spectacles qu’il a conduits ou dont lui, ses cristaux, ses levures, ses microbes et ses vaccins furent les héros.
Cabaret Pasteur ag brath ar dhá argóint:
- Tá na torthaí ó thaighdeoir ag a dtrasnaíonn an ceithre cosáin: a shaol pearsanta, saol na smaointe eolaíochta, institiúidí eolaíocha, saol agus cultúr de chuid ama.
- Má tá na smaointe ar miocróib athraigh - tá anois labhairt na baictéir agus víris - cur síos ar na fadhbanna sláinteachais agus sláinte (ionfhabhtú, phróifiolacsas, coincheapa ar thinneas, tuairimí poiblí ar na ceisteanna sin) a bhreacadh ón Pasteur am. Níos mó...
Le précis a pour ambition d'offrir un panorama de l’indemnisation du chômage et servir de fil d’Ariane dans le labyrinthe des textes qui disent le droit du chômage. De nombreux éclairages sont apportés sous forme de tableaux et de réponses aux questions les plus courantes. Des repères statistiques sont également proposés à chaque étape. Voir Le précis de l'Indemnisation du chômage 2013. Télécharger Le précis de l'Indemnisation du chômage.
La formation peut s’inscrire dans différents cadres juridiques. Elle peut notamment l’être dans le cadre de la réglementation du régime d’assurance chômage (ARE “formation”), ou du dispositif de rémunération de stage financé par l’Etat ou la région et par Pôle emploi. Pour des précisions sur la rémunération des stages par le régime conventionnel (AC) ou le régime public, les différentes aides à la formation, voir p. 100 à 121.
PRÉCISION: selon le cadre juridique et le moment où la formation est suivie, les effets sur les droits aux allocations de chômage diffèrent.
Formation suivie dans le cadre d’un contrat de travail
Les périodes de formation suivies dans le cadre d’un contrat de travail sont considérées comme des journées d’affiliation en vue d’une ouverture de droits à l’assurance chômage.
Personne en CIF privée involontairement d’emploi
La personne en congé individuel de formation (CIF), qui perd involontairement son emploi, doit choisir entre la rémunération perçue dans ce cadre et l’allocation d’aide au retour à l’emploi si elle s’est inscrite comme demandeur d’emploi et que sa formation est mentionnée a posteriori dans son PPAE. (Art. 4 a) et accord d’appli. n° 20 du règlement AC).
Formation suivie dans le cadre d’un CIF hors contrat de travail (CIF-CDD)
CIF dont bénéficie une personne à la suite d’une fin de CDD
Les articles L.6322-25 et suivants du code du travail permettent à une personne qui a été titulaire d’un contrat à durée déterminée de bénéficier d’un CIF si elle remplit les conditions suivantes:
• avoir travaillé 24 mois consécutifs ou non en qualité de salarié, quelle qu’ait été la nature des contrats successifs, au cours des 5 dernières années,
• dont 4 mois en CDD dans les 12 mois précédant la fin du contrat de travail.
Bien que l’intéressé ne soit plus, dans ce cas, lié par un contrat de travail, ces périodes sont prises en compte comme durée d’affiliation au même titre que de l’activité salariée. (Annexe 11, chap. 1 au règlement AC) PRÉCISION la formation peut être suivie, à la demande du salarié et après accord de l’employeur, en tout ou partie avant la fin du CDD.
Formation hors CIF et hors contrat de travail
- incidence sur le droit aux allocations de chômage
L’entrée en formation n’interrompt pas le versement des allocations, si elle est suivie dans le cadre d’un PPAE. (Art. 4 a) du règlement AC)
Allongement du délai de forclusion
Une personne peut perdre son activité et suivre immédiatement une formation dans le cadre de la formation professionnelle continue ou la VAE (livres 3e et 4e de la 6e partie du code du travail), sans s’inscrire comme demandeur d’emploi. Dans cette hypothèse, le délai de 12 mois au-delà duquel son inscription ne peut plus être prise en compte (délai de forclusion) est allongé de la période de formation. (Art. 7 § 2 d) du règlement AC).
Assimilation à du travail
• Pour ouvrir des droits à l’allocation d’aide au retour à l’emploi, les périodes de formation visées aux livres 3e et 4e de la 6e partie du code du travail, qui précèdent la fin du contrat de travail, peuvent être assimilées à de l’activité salariée, dans la limite de deux tiers de l’affiliation dont l’intéressé justifie dans la période de référence. (Art. 3 du règlement AC)
L’intéressé a travaillé 90 jours. La formation pouvant être assimilée à de l’activité salariée à raison des 2/3 de l’affiliation dont il justifie, soit 60 jours, des droits peuvent être ouverts grâce à l’assimilation. L’intéressé pourra bénéficier de 150 jours (90 + 60) d’indemnisation.
• En revanche, si la période de formation suit le contrat de travail, elle ne peut être assimilée à de l’activité salariée, sauf dans deux cas:
- lorsqu’il s’agit d’une personne victime d’un accident du travail ou de maladie professionnelle qui suit un stage après la fin de son contrat,
- lorsqu’il s’agit d’une formation suivie dans le cadre d’un CIF à l’issue d’un CDD (voir p. 259).
Durée de la formation et indemnisation
• Le bénéficiaire de l’ARE a droit à l’allocation d’aide au retour à l’emploi, qu’il recherche un emploi ou qu’il soit en formation, dans la mesure où cette dernière figure dans le PPAE. Son indemnisation durant la formation est donc liée à la durée des droits aux allocations de chômage ouverts par Pôle emploi (pour plus de détails, voir p. 101).
• S’il s’agit d’un stage rémunéré par l’Etat, la moitié de la durée du stage s’impute lorsque des droits pour une durée de 1 095 jours (allocataires âgés de 50 ans et plus) ont été ouverts. (Art. 12 du règlement AC). Voir Le précis de l'Indemnisation du chômage 2013. Télécharger Le précis de l'Indemnisation du chômage.
Le précis de l'Indemnisation du chômage
Petit par sa taille, qui permet de l’emporter partout avec soi, ce précis n’en est pas moins grand par ses ambitions:
• offrir un panorama, le plus complet possible, de l’indemnisation du chômage,
• servir de fil d’Ariane dans le labyrinthe des textes qui disent le droit du chômage. De nombreux éclairages sont apportés sous forme de tableaux et de réponses aux questions les plus courantes. Des repères statistiques sont également proposés à chaque étape.
Depuis le 1er avril 1984, deux régimes d’indemnisation du chômage coexistent:
• un régime d’assurance, financé par les contributions des employeurs et des salariés, et géré paritairement par leurs représentants; celui-ci indemnise les personnes involontairement privées d’emploi, dans la mesure où elles ont des références de travail, sur la base de leur salaire antérieur soumis à contributions;
• un régime de solidarité, financé par l’Etat, et dont les règles sont élaborées par les pouvoirs publics. Le régime de solidarité est subsidiaire à celui de l’assurance chômage; il prend le relais lorsque ce dernier ne peut pas ou plus intervenir. Les allocations versées dans ce cadre sont dites de solidarité.
D’un montant forfaitaire, elles sont réservées aux demandeurs d’emploi dont les ressources (personnelles ou du couple) ne dépassent pas un certain plafond. Depuis le 19 décembre 2008, les personnes privées d’emploi n’ont, sur toutes les questions qui concernent leur indemnisation, leur inscription comme demandeur d’emploi, leur orientation, leur placement, qu’un seul interlocuteur: Pôle emploi, établissement public issu de la fusion de l’Anpe et du réseau des Assédic. (Art. L.5312-1 du cT).
The specific aims to provide an overview of unemployment benefits and serve as a thread through the labyrinth of texts that say the right unemployment. Many lights are provided in the form of tables and answers to common questions. Statistical benchmarks are also available at each stage. See The precise Unemployment compensation 2013. Download The precise Unemployment benefits.
Training can be in different legal frameworks. In particular it may be under the regulation of the unemployment insurance scheme (AER "training"), or compensation arrangement internship funded by the state or region and employment center. More...
Le Conseil d'Etat annule, dans un arrêt du 26 décembre 2012, l'arrêté du 11 août 2011 relatif aux "métiers en tension".
Cet arrêté du ministre de l'Intérieur fixait la liste des métiers en tension ouverts aux étrangers non communautaires. La liste avaiet été réduite de moitié passant de 30 à 14 métiers restreignant fortement les secteurs de l'informatique etdu BTP par rapport au précédent arrêté datant du 18 janvier 2008. Rappelons que que la législation facilite l'accès au marché du travail des travailleurs étrangers lorsque ceux-ci postulent à des métiers qui souffrent d'une pénurie de main-d'oeuvre. La liste de ces métiers est fixée au niveau national par arrêté conjoint des ministres du travail et de l'Immigration, après consultation des organisations syndicales d'employeurs et de salariés représentatives.
Le Conseil d'État vient d'annuler le dernier arrêté car il a relèvé, dans la procédure de consultation des organisations syndicales d'employeurs et de salariés préalable à l'adoption du décret, des irrégularités "susceptibles d'exercer une influence sur le sens de la décision prise". Pour connaître la liste des métiers en tension, il faut se tourner vers l'arrêté antérieur du 18 janvier 2008. Décision n°353288 du 26 décembre 2012.
Neamhníonn an Chomhairle Stáit breithiúnas an 26 Nollaig 2012, an Foraithne an 11 Lúnasa 2011 maidir le "gairmeacha ganntanas". Níos mó...
By Robert G. Eccles & George Serafeim. In its mission statement, Harvard University says it “expects that the scholarship and collegiality it fosters in its students will lead them in their later lives to advance knowledge, to promote understanding, and to serve society.” Similar aspirations can be found at Yale, Stanford, the University of Chicago, Emory University, and probably all of their peers. These missions are similar and laudable — for their graduates to contribute to society as a whole. These five schools share another thing: None of their endowments is a member of the U.N.-backed Principles for Responsible Investment (PRI). The PRI initiative encourages major investors to begin future-proofing their portfolios. They agree to embed analysis of environmental, social and corporate-governance (ESG) risks into their practices and decisions. They seek better risk disclosure from companies they invest in. They promote PRI-backed practices within the investment industry. They also each report every year on their own progress. Read more...
The programme, Crosstalks, has a chatshow type format, featuring studio guests and live link-ups with people all over the world via Skype.
Content is developed by an editorial team in Stockholm with the aim of stimulating academic discussions and attracting interest in both local and global issues. The response so far seem to suggest they are on the right track. Read more...
Foreign degrees taught in Hong Kong are set to be recognised in mainland China, potentially opening up a huge new market for UK universities.
Chinese officials told delegates at a British Council conference in Beijing that they are close to expanding a mutual recognition agreement to cover overseas qualifications, which would attract more students from the mainland to study in the city.
UK institutions offer around 70 per cent of the overseas programmes taught in Hong Kong, the Quality Assurance of Degrees Awarded in a 3rd Country conference, held on 10 December, heard. Read more...