3 questions à propos de l’accord national interprofessionnel du 11 janvier 2013
Propos recueillis par Géraldine Rieucau et Carole Tuchszirer. 3 questions à Jean-Louis Dayan, à propos de l’accord national interprofessionnel du 11 janvier 2013, Directeur du Centre d'études de l'emploi.
Etes-vous d’accord pour dire qu’il s’agit là d’un accord « historique »?
L’ANI du 11 janvier est une étape, ni anodine, ni véritablement historique, dans le processus de montée en puissance de la flexisécurité, qui a démarré vers 1997 et s’est officialisé en 2007 avec son adoption par la commission et le conseil européens. Ce modèle, dont la logique est de déplacer la sécurité des parcours vers l’organisation du marché du travail, est basé sur quatre composantes: rendre le contrat de travail plus flexible, activer la recherche d’emploi, permettre la formation professionnelle tout au long de la vie et moderniser la protection sociale. Ces composantes doivent en principe évoluer par le dialogue social, ce qui n’était guère le cas avant le précédent ANI de 2008. Lors du précédent accord, les partenaires sociaux, échaudés par les tentatives du CNE et du CPE, avaient écarté l’idée d’un « contrat unique » et ce faisant une refonte du licenciement économique, mais introduit une dose significative de souplesse avec la rupture conventionnelle. Les termes de l’échange avec les syndicats visaient à aménager les conditions individuelles de rupture du contrat de travail sans toucher au droit collectif du licenciement économique.
L’accord modifie t-il cet équilibre?
L’ANI du 11 janvier 2013 vient modifier la donne puisqu’il remet sur le devant de la scène les conditions du licenciement économique, une revendication portée de longue date par le Médef. Les délais sont raccourcis, les procédures simplifiées. Le recours au droit commun du licenciement économique sera moins systématique (réunion avec le comité d’entreprises et constitution du plan de sauvegarde de l’emploi). Sur un plan juridique, toujours en cas de licenciement économique, la volonté patronale de restreindre le pouvoir du juge en favorisant la négociation interne à l’entreprise ou le recours à l’administration a abouti. Outre ces éléments de souplesse, on assiste plus généralement à un rétrécissement du périmètre du licenciement économique avec par exemple l’effacement du contrat de travail devant l’accord collectif sur le sujet de la mobilité interne ou du maintien de l’emploi. Si un accord collectif le prévoit, le salarié qui refuse un autre poste de travail au sein de l’entreprise se verra licencié pour motif personnel, et non économique. Certes l’accord offre de réelles contreparties aux salariés: les droits rechargeables à l’assurance-chômage, le compte personnel de formation, la complémentaire santé. Mais il présente une limite: l’essentiel des avantages concédés aux salariés sont externalisés alors qu’à l’inverse les dispositions introduites en matière de flexibilité sont internalisées. Je regrette ce déséquilibre où les avancées du patronat sont exclusivement dans le contrat de travail, et les avancées majeures des salariés à l’extérieur du contrat de travail.
Pensez-vous que cet accord permettra d’améliorer la situation du marché du travail?
Il manque à cet accord un « bouclage macro-économique ». Je m’explique: le modèle de la flexisécurité est né à la fin des années 90, période où l’on croyait revenir au plein emploi. Au Danemark en 1994, le programme de flexisécurité a été adossé à une politique de relance keynésienne. Nous sommes loin d’une telle dynamique aujourd’hui en France et en Europe; avec la crise, ce modèle perd de sa cohérence car la croissance est insuffisante pour le soutenir et l’on voit mal en quoi il peut lui-même contribuer au développement durable. On peut regretter que cet accord n’ait pas été pensé en termes de croissance durable, et le récent Pacte de compétitivité ne paraît pas être un contrepoids suffisant…
Consulter les derniers numéros:
Trois questions à Annie Jolivet, à propos du contrat de génération, 22 janvier 2013.
Voir aussi les ANI sur le blog: Les zones d'ombre juridique de l'ANI du 11 janvier 2013, Accord National Interprofessionnel (ANI) du 11 janvier 2013 pour un nouveau modèle économique et social au service de la compétitivité des entreprises et de la sécurisation de l'emploi et des parcours professionnels des salariés, Historique des ANI (accords nationaux interprofessionnels) relatifs à la formation professionnelle continue: les années 2000, Les 40 ans de la Loi sur la Formation Professionnelle, Accord sur le Fonds paritaire de sécurisation des parcours professionnels (FPSPP), Avis relatif à l'extension de l'ANI, L'ANI du 8 juillet 2009 sur la gestion sociale de la crise sur l'emploi, Le projet d'ANI (accord national interprofessionne) et la VAE (validation des acquis de l'expérience), Synthèse de l'accord national interprofessionnel - Ani, Négociation formation: un projet d'ANI prend forme.
Do you agree that this is a "historic" agreement?
ANI January 11 is a step or trivial or truly historic in the process of rise of flexicurity, which began around 1997 and was formalized in 2007 with the adoption by the European Commission and the Council. More...
Pour une meilleure articulation entre vie professionnelle et vie familiale
Par Sandra LAQUELLE, Responsable de projets Bureau RH4 - Expertise internationale, prospective et connaissance des politiques de ressources humaines. Identification des bonnes pratiques des secteurs public et privé en France et à l'étranger.L’objectif de cette étude est de présenter plusieurs bonnes pratiques visant à équilibrer la participation des salariés - femmes ou hommes - dans leur vie familiale et dans leur activité professionnelle. Les bonnes pratiques ont été identifiées en Europe et à l’international dans les secteurs public et privé, dans plusieurs domaines d’activité (banque, industrie, commerce, télécommunications, conseil aux entreprises). Trois principaux critères de sélection de ces pratiques ont prévalu : leur aspect innovant, leur caractère concret et la diversité des acteurs sur lesquels elles agissent (employeurs, partenaires sociaux, décideurs politiques, salariés du secteur privé, agents du secteur public). Télécharger Pour une meilleure articulation entre vie professionnelle et vie familiale.
Introduction générale
Le principe de l’égalité professionnelle est un objectif inscrit de longue date dans le droit international. La prise de conscience relative aux inégalités entre femmes et hommes a conduit de nombreux pays à se doter au cours des dix dernières années d’un cadre juridique visant à favoriser l’égalité réelle. En Europe, il s’agit d’un principe défendu de manière continue par les instances communautaires, auxquelles on doit en particulier le développement du concept de lutte contre les discriminations sexistes, directes ou indirectes. Au plan national, de nombreuses dispositions législatives et conventionnelles ont affirmé les droits de femmes sur le marché du travail. Récemment, les propositions formulées dans les rapports publics dits Zimmerman (2009) et Guégot (2011) ont notamment conduit à légiférer en faveur d’une représentation équilibrée des femmes et des hommes dans les postes stratégiques dans le secteur privé (loi dite Copé-Zimmermann du 27 janvier 2011) et dans la fonction publique (loi du 12 mars 2012).
L’équilibre vie familiale et vie professionnelle, un enjeu essentiel pour les salariés et les organisations
L’articulation entre la vie personnelle et vie personnelle constitue un facteur déterminant pour faire progresser l’égalité réelle au travail entre les femmes et les hommes. En effet, les ajustements entre travail et vie familiale incombent majoritairement aux femmes et influent sur leur parcours professionnel, ce que confirment notamment les études européennes. Il convient de souligner la spécificité de la France dans ce domaine qui conjugue un fort taux d’activité des femmes (83%) et le taux de fécondité le plus élevé de l’Union européenne avec l’Irlande. Toutefois, ce constat positif doit être tempéré par le fait que les pères continuent de consacrer trois fois moins de temps aux tâches familiales (même si leur participation tend à se rapprocher de celles des femmes) et que 40% des femmes connaissent un changement de situation professionnelle après une naissance, ce qui demeure exceptionnel pour un homme.
Au-delà de la sphère parentale, le déséquilibre de la participation aux tâches familiales trouve sa continuité dans les soins accordés aux ascendants. En effet, les femmes continuent de porter en majorité la responsabilité des soins accordés aux personnes âgées dépendantes puisqu’elles représentent 75% des aidants familiaux (conjointes, filles, belles-filles etc.). Or, une enquête de la DRESS auprès des aidants de l’entourage des personnes âgées dépendantes montre qu’un aidant sur quatre occupant une activité professionnelle s’est vu contraint de prendre des congés pour
assurer ce rôle. De plus, 11% d’entre eux ont dû recourir à des aménagements de la vie professionnelle, tels que le changement d’horaires ou le télétravail.
L’enjeu de la l’articulation entre travail et famille est plus large que le rééquilibrage des responsabilités familiales pour trois principales raisons. Dans un premier temps, il apparaît nécessaire de répondre aux nouveaux besoins issus de la diversification des formes de parentalité (implication des pères, essor des couples biactifs, augmentation du nombre de familles monoparentales). De plus, le vieillissement de la population laisse présager un accroissement important des besoins de prise en charge de la dépendance. Conjugué à l’entrée massive des femmes sur le marché du travail, ce phénomène requiert de repenser le rôle « traditionnel » des femmes dans la sphère familiale sous l’angle de l’égalité professionnelle. Enfin, l’articulation des temps de vie doit intégrer les mutations sociétales telles le développement des nouvelles technologies et l’émergence de nouvelles organisations du travail.
Des progrès en Europe et dans le monde, des efforts qui restent à accomplir Conscientes de l’enjeu, les autorités européennes ont institué par la directive du 8 mars 2010 le droit individuel au congé parental et s’inscrivent ainsi dans un cadre législatif plus égalitaire pour les travailleurs - femmes ou hommes - des Etats-membres de l’Union. En France, en application de cette directive, le décret du 18 septembre 2012 introduit pour les agents de la fonction publique un droit individuel à un congé parental pour les deux parents. De plus, le Pacte européen pour l’égalité hommes-femmes (2011-2020), adopté en 2011 par le Conseil européen, vise à encourager les Etats-membres à promouvoir un meilleur équilibre vie professionnelle et vie familial en améliorant les services de garde d’enfants et l’offre de soins aux autres personnes dépendantes et en développant les arrangements des temps de travail.
Sur le plan international, on observe que 173 pays dans le monde ont mis en place un congé familial. Un rapport de l’Organisation des Nations Unies montre que sur 126 pays analysés, 42 ont mis en place un dispositif légal visant à assurer un congé paternité rémunéré. Au-delà du congé parental, une étude réalisée en 2012 par l’OCDE souligne qu’environ 80% des pays de l’OCDE interrogés ont pris des mesures pour répondre aux besoins spécifiques des femmes enceintes ou allaitantes et 70% d’entre eux ont fournit des solutions de télétravail et des possibilités de travail sur des semaines plus courtes. Environ la moitié des gouvernements interrogés ont mis en place des solutions de garde d’enfants pour les agents du secteur public. Concernant l’aide aux personnes âgées dépendantes, les deux tiers des pays de l’OCDE (pour lesquels l’OCDE détient les données) disposent d’une loi accordant un droit à congé aux aidants familiaux, et la moitié d’entre eux prévoit la rémunération d’un congé destiné aux aidants. Toutefois, des progrès importants restent à accomplir, dans une démarche volontariste. L’objectif de cette étude est de présenter plusieurs bonnes pratiques visant à équilibrer la participation des salariés - femmes ou hommes - dans leur vie familiale et dans leur activité professionnelle. Les bonnes pratiques ont été identifiées en Europe et à l’international dans les secteurs public et privé, dans plusieurs domaines d’activité (banque, industrie, commerce, télécommunications, conseil aux entreprises). Trois principaux critères de sélection de ces pratiques ont prévalu: leur aspect innovant, leur caractère concret et la diversité des acteurs sur lesquels elles agissent (employeurs, partenaires sociaux, décideurs politiques, salariés du secteur privé, agents du secteur public).
Les bonnes pratiques s’articulent autour de trois types de stratégies visant à favoriser une meilleure articulation entre sphère privée et sphère professionnelle: la gestion du congé familial et de son impact sur la carrière des salariés (partie 1), la promotion du rôle des pères en vue d’une répartition plus équitable des responsabilités familiales (partie 2), et l’aménagement et l’optimisation des modalités de travail des salariés pour une meilleure répartition des temps de vie (partie 3).
Points d’attention
Périmètre :
Les bonnes pratiques « Secteur public » identifiées dans l’étude se réfèrent à des mesures ou initiatives émanant des autorités publiques, centrales et/ ou locales. Elles peuvent porter soit sur l’ensemble des salariés, soit uniquement sur les agents publics (mention précisée). Les bonnes pratiques « Secteur privé » se réfèrent à des décisions prises par les dirigeants d’une entreprise privée et leur application porte uniquement sur une partie ou la totalité du personnel de cette entreprise.
Lexique :
Il existe diverses formes de congés familiaux, et leur appellation varie en fonction des pays. Le type de congé concerné (congé de maternité ou de paternité, congé parental, congé de soutien aux personnes dépendantes, etc.) est indiqué dans chaque pratique identifiée. Le terme « Congé familial » est utilisé dans l’étude pour désigner de manière générale plusieurs formes de congé lié à la famille.Télécharger Pour une meilleure articulation entre vie professionnelle et vie familiale.
Faoi Sandra A, Oifig Tionscadail RH4 -. Idirnáisiúnta saineolas, fadbhreathnaitheacht agus eolas ar bheartais acmhainní daonna a aithint dea-chleachtais d'earnálacha poiblí agus príobháideacha sa Fhrainc agus thar lear. Is é cuspóir an staidéir seo a chur i láthair ar roinnt dea-chleachtais a chothromú le rannpháirtíocht na bhfostaithe - fir nó mná - ina saol teaghlaigh agus a gcuid oibre. Dea-chleachtais a aithnítear san Eoraip agus go hidirnáisiúnta sna hearnálacha poiblí agus príobháideacha i roinnt réimsí (baincéireacht, déantúsaíochta, i dtráchtáil, teileachumarsáid, i gcomhairle le gnó). Trí critéir is mó a roghnú na cleachtais seo a bheith i réim: a n-gné nuálach, a n-concreteness agus éagsúlacht na haisteoirí ar a bhfuil siad gníomh (fostóirí, comhpháirtithe sóisialta, lucht déanta beartas, fostaithe san earnáil phríobháideach, fostaithe san earnáil phoiblí). Níos mó...
Mutual Recognition – Building the Bridge
ECA Winter Seminar “Mutual recognition and the Bucharest Communiqué” took place in the NVAO premises in The Hague on January 17, 2013.Recognition and "automatic recognition" are important topics in the Bucharest Communiqué. As ECA has been working on mutual recognition since 2003, this event was organized with a clear idea in mind: to stimulate the debate and exchange of ideas on recognition issues. The statements regarding recognition of the latest EHEA Ministerial Conference were explored in the light of the latest developments in this field.
About 50 participants from 13 countries could benefit from the contributions of carefully selected speakers. Indeed, an interesting discussion would not be possible without major stakeholders clearly expressing their points of view. Thus, speakers from the following organisations ignited a successful debate: the European Commission (DG Education & Culture); Bologna Follow Up Group (BFUG), European Students Union (ESU), Association of the Universities in the Netherlands (VSNU), the Association of Flemish University Colleges (VLHORA), Nuffic, and ECA.
Different models of recognition ranging from “case by case” to “trust based” and “automatic” were discussed. The participants were invited to vote and comment on the most stirring statements. The participants unanimously voted YES on the inclusion of QA information in all recognition decisions. The majority of voters (≈80%) was neither in favour of a “case by case” (≈5%) nor of “automatic” (≈15%) recognition, but favoured intermediate solutions with various levels of using Bologna tools and instruments such as the EAR manual.
The commitment of three new agencies (ZEvA & FIBAA – Germany and CNA – Colombia) to sign the Multilateral Agreement on the Mutual Recognition of Accreditation Results regarding Joint Programmes (MULTRA) is an illustration of the fact that evidence and trust based mutual recognition might presently be the most suitable solution.
As recognition is undeniably important for the promotion of international education and cross-border mobility of students and staff, the EAR manual of ENIC-NARICs and the MR Agreements of ECA need support from HEIs and governments to achieve close collaboration between them but also with recognition bodies and QA/accreditation agencies to overcome recognition problems with confidence.
We are happy to share with you all presentations and documents used during the seminar.
Women dominate university graduates, so why not university leadership positions?
By Terri Macdonald. An online article in Women's Agenda by Conrad Liveris asks why there aren't more women in leadership roles in our universities, when there are more women graduating?
Liveris notes that tertiary education is a haven of activity for women, as both staff and students, but it obvious that equity issues still remain:
Of the nearly 1.1 million students at university 57% are women, making up 53% of all tertiary students in Australia. Women have already made the government's target for 40% of people holding a bachelor's degree, with men still in the mid-30% range.While the above stats reference a 2008 study on such gender breakdowns, there's been little evidence to indicate how wide the gap currently is. The tertiary education sector has a distinct focus on the gender balance with students, but more research needs to be done to give female academics a practical pathway to leadership.
Click here read the full article, Women dominate university graduates, so why not university leadership positions?
U-Multirank launched
By Marielk. U-Multirank is by their own definition a new “multidimensional, user-driven approach” to rankings. As the majority of rankings out there are widely criticized for not getting the whole picture and being heavily research biased, the Commission funded project of developing U-Multirank is set to challenge these criticisms and develop a more flexible approach. U-Multirank was officially launched last week in Dublin, and project co-leader Frank Ziegele and team member Don Westerheijden introduced the relevance of the instrument to various stakeholder groups. The goal is to publish the first ranking of 500 institutions early 2014, covering both full institutions and three disciplinary fields (engineering, business and physics).The project is funded by the Commission and has been a highly profiled instrument in the context of European higher education area. Commissioner for Education, Culture, Multilingualism and Youth, Androulla Vassiliou, argued that U-Multirank is “a modern and sophisticated ranking, capturing the full diversity of higher education“. Of course, the Commission is known for their big words and the full diversity has nevertheless to be taken in the context of measurable indicators. The general feedback has been somewhat more cautious, while optimistic. For instance, while the European Students Union (ESU) has been involved in the development of U-Multirank, their recent press release on the occasion of the kick-off was still somewhat modest and indicated not assurance but hope that U-Multirank can avoid the pitfalls of previous rankings. Nevertheless, the potential of such instrument to provide information to students was highlighted.
Furthermore, earlier last year the Times Higher Education was reporting that in the UK the House of Lord’s committee raised a number of concerns about the instrument and whether it can deliver its promise. The committee was “not convinced that it would add value if it simply resulted in an additional European rankings system alongside the existing international ranking systems”, and it was highlighted that the success was dependent on institutional engagement. While the THE article extensively reporting on criticisms about their (potential) competitors and specifically highlighting that the committee also brought out the success of THEs own ranking is to be expected, the point about the success being dependent on institutions seeing the value added is something to be taken seriously.
Frank Ziegele from CHE, who is the co-leader of U-Multirank, has earlier written on the Hedda blog about the unique features of U-Multirank that include five groups of measurement (teaching and learning, research, knowledge transfer, regional engagement and international orientation), and focus on users and stakeholders. The ranking would not end up in a definite Top100 list, but rather provide the opportunity for the user to develop groupings of institutions based on selected indicators. The indicators were developed in cooperation with the stakeholders, including the institutions themselves. Frans van Vught, the project leader of U-Multirank argued that this assured the “criterion of ‘relevance’ in the process of indicator selection“.
However, there are a number of league tables and rankings already, and while the methodology and approach is indeed different, the question is whether the users see this difference and added value in the already saturated market of rankings. In addition, the successful institutions have a vested interest in terms of being able to show that they are “the best” or in the “top 10″. This most definitely has a broader appeal than being in the top group in terms of comparable institutions in the area of research. At the same time, there number of institutions in Europe is quite large and as the top 10 and 100 only can fit so many institutions, the rest of them should by all means be interested in knowing who their competitors are and how they are relatively doing in terms of comparable institutions. However, making this message clear to all of these institutions and getting them on board is where the U-Multirank team has their work cut out for the future.
The project is funded by the Commission, but is carried out by a consortia, including The Centre for Higher Education (CHE) in Germany and the Center for Higher Education Policy Studies (CHEPS) in the Netherlands. In addition, the partners include the Centre for Science and Technology Studies at Leiden University (CWTS), academic publishers Elsevier, the Bertelsmann Foundation and software firm Folge 3, in addition to various stakeholder organisations.
Higher Education and Society: Implications and effects
Call for participants: ESF funded colloquium on HEA colloquium with the title “Higher Education and Society: Implications and effects” will be held in Dublin from the 13th -14th of April 2013.
The colloquium includes invited speakers (Prof. Gaële Goastellec and Prof. Maria Slowey) as well as interactive discussions and common session. The focus area of the colloquium is examined through various thematic areas, such as: diversity and change of university systems: cultural, policy and economic challenges; HE as a field of research; academic ability and new forms of knowledge creation; and comparative and collaborative studies on Higher education.
Furthermore, the colloquium will focus on the following questions:
- What is and/or should be HE’s role in nowadays’ society?
- How is HE influencing the understandings of social issues by students, policy-makers and even HE researchers?
- How to improve the distribution of research?
- How can young researchers cope with the emergent standards in HE research and with the changes in the nature of knowledge itself?
Application deadline 20.02.13.
More information can be found here: Call for Participation ESF Dublin colloquium.
Strategic planning: realise your internationalisation goals
By Fiona Hunter. Many of us in the field of higher education have long-standing experience in our fields of expertise but are still relatively new to the concept of strategic planning, especially when this involves the whole institution. How might we define strategic planning with regards to international education, and what needs to happen within the institution if ambitious goals for internationalisation are to be realised?Although it is shaped by the past and the present, strategic planning is a process that is oriented towards the future. It looks at the world in 5–10 years from now and seeks to shape future events rather than be dictated to by them. It links past, present and future by ensuring staff understand how history has shaped their institution, reflecting honestly on where the institution is now and the factors that affect it, and considering future objectives and how to achieve them. Read more...
Calling all HE staff who are new to open practice
If you are new to Open Educational Resources (OERs), you could qualify for an HEA-sponsored place at OER13, a conference showcasing Open Practice.
Open Practice is a growing, global movement in higher education involving major international institutions such as MIT, Harvard and Stanford. In the UK, numerous OER projects have been supported successfully by the UKOER programme run jointly by the HEA and Jisc. The HEA is encouraging further growth of the Open Practice community by sponsoring new-to-OER HE staff to learn more about this exciting development in open academic practice at OER13.
OER13 takes place at the University of Nottingham on 26 and 27 March and the HEA is funding a set number of places. For more information and to apply for a free place visit the event page of the HEA website.
OERs are part of a growing, global Open Practice movement in higher education involving major international institutions such as MIT, Harvard and Stanford. In the UK, numerous OER projects have been supported by the UKOER programme run jointly by the Higher Education Academy and Jisc. The Higher Education Academy would like to support the growth of the OER and Open Practice community by encouraging UK academic and professional higher education staff who have had no engagement with OERs to find out more about this movement.
OER13 is a conference taking place at the University of Nottingham on 26th & 27th March 2013 which will showcase Open Practice projects (http://www.oer13.org). The Conference programme will consist of an engaging mix of keynote presentations, refereed papers and posters exploring the impact of OER on HE within the conference themes. The Higher Education Academy is funding a scheme which will provide the conference fees for OER13 to HE staff who are new to OERs i.e. those staff involved in delivering HE who have neither been engaged in OERs nor previously funded as part of the UKOER programme and who do not have a paper accepted for OER13.
Numérique: rendre l'apprentissage des langues accessible à tous
Expolangues au rendez-vous! The biggest language-related event in France celebrates “Digital technology for language learning”.For its 31st edition, Expolangues focuses on new technologies and language learning. The European Commission and other institutions propose a rich overview of study and career opportunities in which languages play a significant role, as well as practical information on where and how to study and practice foreign languages in Europe.
Come and visit our stands at Expolangues 2013 and get an insight of how interpreters and translators work! Download the Programme.
Expolangues célèbre le « numérique au service des langues »
À cette occasion, seront mobilisés les acteurs clés des nouvelles technologies et de l'enseignement des langues le jeudi 7 février autour du colloque « Numérique: rendre l'apprentissage des langues accessible à tous » qui réunira les experts du marché, chercheurs, sociologues, éditeurs, enseignants... Consultez cet événement.
Maîtriser le français et une langue étrangère font partie des connaissances indispensables à la réussite scolaire et à l’insertion professionnelle. Si aujourd’hui l’école est au cœur des préoccupations gouvernementales, c’est parce que ces savoirs ne sont pas acquis par 50% des élèves, dès le primaire! Comment lutter contre ces lacunes? Comment les résorber au cours de sa scolarité puis de sa vie professionnelle?
Les solutions passent inexorablement par le numérique. A l’heure des smartphones, des tablettes, des tableaux blancs interactifs… Comment concevoir l’enseignement des langues sans eux? Au-delà des transformations pédagogiques, c’est aussi la relation espace-temps qui doit être repensé. L’apprentissage des langues ne se fait plus exclusivement dans la classe. Les langues se pratiquent dans les transports en commun, chez soi ou encore à l’étranger.
Fort des expériences concrètes menées par les acteurs de l’enseignement et de la formation professionnelle nous répondrons à ces questions avec eux mais aussi des représentants d’institutions publiques françaises et étrangères (instituts, collectivités territoriales, médias...)
Quality assurance procedures in the processes of certification, curricula setting, accreditation and training of trainers
Quality assurance procedures in the processes of certification, curricula setting, accreditation and training of trainers in European VET systems - 9. France
Information Gathering Exercise
Quality assurance procedures in the processes of certification, curricula setting, accreditation and training of trainers in European VET systems
IV. The results of the scrutiny of information already available
The main results of this study are presented in two parts: the first part, the “Matrix”, presents the results in a table format, using the “codes” presented below; the second part is the set of “Country Cards”, which function as endnotes for each Member State, where some summary explanations are given as answers to the questions raised in the matrix...
9. France
1. Assessment, validation and recognition of the learning outcomes – existence of mechanisms for formal and non-formal/informal contexts:
1.1. Who is responsible for assessment, validation and recognition of the learning outcomes?
The ministries responsible for initial and continuous vocational education are mainly those responsible for school education, higher education and employment.
Other ministries are also involved (Agriculture, Health, Sports etc. for their specific area).
For IVET – the Ministry for National Education is responsible for initial vocational education at secondary level. (Some other ministries also have responsibilities in IVET, such as the Ministry of Agriculture that is similarly responsible for professional agricultural training. The Ministry of Higher Education is responsible for Higher education.)
In this context the law has assigned to the Ministry of Education several duties:
– it draws up vocational diplomas/qualifications in consultation with professional bodies. (Vocational diplomas/qualifications issued by the Ministry of National Education are national and are worth the same whether they are acquired in initial education – IVET (schoolbased scheme or apprenticeship), through CVET or by a validation of professional experience. They are registered in the Répertoire National des Certifications Professionnelles (National Directory of Professional Certifications),
– it sets exam rules,
– it awards diplomas,
– it offers a range of courses to pupils and on-the-job apprentices,
– it recruits, trains and pays teachers,
– it monitors the quality of training,
– it is accountable for the results and the resources used.
For IVET and CVET – the Regions (regional governments) define and implement the regional policies of vocational training, for young people and for adults.
The French Regions are regional authorities that are run by elected officials.
Their remit is to plan and ensure the coherence of vocational training in their geographical area. Within this remit, they set out their policies according to their economic and social priorities, in consultation with the State and social partners.
As such they draw up the regional plans for developing vocational training which set out, in the medium term, in their geographical area, a coherent programme for developing courses of study for young people and adults. They also fund certain schemes for these groups according to their priorities. They are responsible for the construction, upkeep and facilities of upper secondary schools (lycées) as well as the funding of school transport.
For CVET – the Ministry for Economy, Industry and Employment is responsible for national regulation concerning vocational training for adults as well as for young people in the labour market.
The validation of non-formal and informal learning can lead in whole or in part, to a diploma, a title or certificate of professional qualification entered in the National Directory of Professional Certifications.
1.2. Where does the decision making regarding assessment, validation and recognition of the learning outcomes lie?
For IVET, concerning the Ministry of Education and its vocational diplomas/qualifications: the ministry is responsible for designing its qualifications/vocational diplomas – in consultation with professional bodies – and for designing the assessment, validation, recognition/certification process and procedures. Within this framework, training providers (with companies for alternate schemes such as apprenticeship) deliver training provision leading to vocational diplomas/qualifications. The training providers proceed to assessment, juries involving VET experts and professional bodies proceed to validation.
The ministry is responsible for recognition/certification: it delegates this final task to Rectors of Academies, who are at the head of the regional education authorities.
For CVET, process and procedures depend on different aspects: CVET can be delivered in order to gain a diploma, a title or certificate of professional qualification entered in the National Directory of Professional Certifications: the structures that produce those certifications include the Ministry of Education, of Higher Education, of Health, Sports, Agriculture, and also many other bodies.
But CVET can also be delivered to adults who wish to gain competences that do not lead to certifications.
Procedures will vary, depending on the aim of CVET and on the structures that produce certifications.
1.3. How are the stakeholders involved in the decision making process?
Stakeholders include the State through ministries, the social partners and the economic world and the Regions.
All those actors collaborate at different levels:
For IVET and CVET – at national level for the cooperation between stakeholders concerning VET policies: the National Council for Vocational Lifelong Learning. This Council also produces studies and reports. For qualifications recognised by the State – at national level: the National Commission for Professional Qualifications (CNCP). The commission is composed of ministries, social partners, Regions; its role is to manage the National Directory of Professional Certifications, to inform people, to check the complementarity of certifications.
-- For IVET and CVET – at national level for the creation of qualifications: Professional Consultative Commissions. Vocational diplomas/qualifications are drawn up and regularly reviewed in consultation with the professional and economical world in the framework of national bodies called «Consultative professional committees» (Commissions Professionnelles Consultatives). These committees are compulsory and enable consultation for the creation and renewal of qualifications and for the definition of the contents of qualification, including the definition of learning outcomes.
-- For IVET – at national level for the deliverance of training: the economic world also intervenes in the training deliverance since IVET relies on alternate schemes. IVET is delivered through apprenticeship but also through the school-based system which includes compulsory training periods in enterprises.
-- For IVET – at national level for the validation process: the economic world also intervenes in the validation process through the participation of professionals on juries.
-- For IVET – at regional level – regional employment and vocational training co-ordination committees (CCREFP) allow coordination and discussions between the stakeholders involved in VET in order to jointly intervene in scopes linked to employment and VET policies (state representatives, regional assemblies, management and labour organisations – social partners – and regional consular chambers: agriculture, trade and commerce and industry).
-- For IVET – at regional level – the French regions must plan and ensure the coherence of vocational training in their geographical area. Within this remit, they set out their policies according to their economic and social priorities, in consultation with the State and the social partners, taking into account the regional employment and vocational training co-ordination committees. As such, Regions draw up the regional plans for developing vocational training which set out, in the medium term, in their geographical area, a coherent programme for developing courses of study for young people and adults. The work should lead to contracts (Contrats de Plan Régionaux de Développement des Formations Professionnelles) signed between Regions and the State.
-- For CVET – at national level – the National Joint Committee for Vocational Training is in charge of ensuring that continuing vocational training’s agreements are duly applied.
-- For CVET – at sector level- the National Joint Employment Commissions and the National Interprofessional Agreements (the most recent one, from 2009, focused on vocational lifelong learning).
-- For CVET – at regional level – regional employment and vocational training co-ordination committees (CCREFP) allow coordination and discussions between the stakeholders involved in VET in order to jointly intervene in scopes linked to employment and VET policies (state representatives, regional assemblies, management and labour organisations – social partners – and regional consular chambers: agriculture, trade and commerce and industry).
-- For CVET – at regional level – the French regions must plan and ensure the coherence of vocational training in their geographical area. Within this remit, they set out their policies according to their economic and social priorities, in consultation with the State and social partners, taking into account the regional employment and vocational training co-ordination committees. As such, Regions draw up the regional plans for developing vocational training which set out, in the medium term, in their geographical area, a coherent programme for developing courses of study for young people and adults. The work should lead to contracts (Contrats de Plan Régionaux de Développement des Formations Professionnelles) signed between Regions and the State.
2. Curricula setting:
2.1. Is the curriculum based on standards and/or frameworks?
For IVET – for the qualifications of the State, including those of the ministry of Education), the national curriculum is based on the framework of the State.
For CVET – the frameworks are defined at sectoral, regional and local levels.
2.2. Levels of actions:
2.2.1. Where does the decision making regarding standards and/or frameworks lie?
For IVET, at national level – the Ministry of National Education regarding secondary education.
2.2.2. Where does the decision making regarding curriculum development lie?
For IVET, at national level – the Ministry of National Education regarding secondary education.
For CVET – at provider level.
2.3. Is the curriculum based on National Qualification Frameworks (NQF)?
Yes – for the curricula developed to obtain a certification registered in the National Directory of Professional Certifications.
2.4. Is the curriculum based on competencies?
Yes – for IVET and CVET.
2.5. Is a credits system in place?
If we consider that credits systems refer to ECVET or ECTS, a credit system is in place for higher education.
2.6. What is the role of practice? (Proportion and delivery).
For IVET delivered through a school-based scheme – about 15-20% compulsory work-based learning, depending on the type of programme and of diploma.
For IVET delivered through apprenticeship, about 65-70%.
For CVET, it depends on the demand, and on the sectoral, regional, local agreements involving, for instance, social partners or the regional authorities.
3. Accreditation of VET providers:
3.1. Who is responsible for the accreditation of VET providers?
For IVET – the State and the regional authorities.
For CVET – the providers evolve on a free market. They can be private or public. The 2009 law established the necessity to give transparency for those who buy training schemes and for citizens. CVET Providers must now give information about the objectives of training offered, about nature and time of provisions. They must deliver, at the end of the training periods, attestations explaining results of the evaluation and validation process. The law also intends to create a database of CVET providers, giving standardised information about providers, including their quality signals, such as labels.
3.2. Where does the decision making regarding the accreditation lie?
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3.3. How are the stakeholders involved in the decision making process?
Stakeholders include the State through ministries, the social partners and the economic world, the Regions. All those actors collaborate at different levels:
-- For IVET and CVET – at national level for the cooperation between stakeholders concerning VET policies: the National Council for Vocational Lifelong Learning. This Council also produces studies and reports.
-- For qualifications recognised by the State – at national level: the National Commission for Professional Qualifications (CNCP). The commission is composed of ministries, social partners, Regions; its role is to manage the National Directory of Professional Certifications, to inform people, to check the complementarity of certifications.
-- For IVET and CVET – at national level for the creation of qualifications: Professional Consultative Commissions. Vocational diplomas/qualifications are drawn up and regularly reviewed in consultation with the professional and economical world in the framework of national bodies called «Consultative Professional Committees» (Commissions Professionnelles Consultatives). These committees are compulsory and enable consultation for the creation and renewal of qualifications, for the definition of the contents of qualification, including the definition of learning outcomes.
-- For IVET – at national level for the deliverance of training: the economic world also intervenes in the training deliverance since IVET relies on alternate schemes. IVET is delivered through apprenticeship but also through the school-based system which includes compulsory training periods in enterprises.
-- For IVET – at national level for the validation process: the economic world also intervenes in the validation process through the participation of professionals on juries.
-- For IVET – at regional level – regional employment and vocational training co-ordination committees (CCREFP) allow coordination and discussions between the stakeholders involved in VET in order to jointly intervene in scopes linked to employment and VET policies (state representatives, regional assemblies, management and labour organisations – social partners – and regional consular chambers: agriculture, trade and commerce and industry).
-- For IVET – at regional level – the French Regions must plan and ensure the coherence of vocational training on their geographical area. Within this remit, they set out their policies according to their economic and social priorities, in consultation with the State and social partners, taking into account the regional employment and vocational training co-ordination committees. As such Regions draw up the regional plans for developing vocational training which set out, in the medium term, in their geographical area, a coherent programme for developing courses of study for young people and adults. The work should lead to contracts (Contrats de Plan Régionaux de Développement des Formations Professionnelles) signed between Regions and the State.
-- For CVET – at national level – the National Joint Committee for Vocational Training is in charge of ensuring that continuing vocational training’s agreements are duly applied.
-- For CVET – at regional level – regional employment and vocational training co-ordination committees (CCREFP) allow coordination and discussions between the stakeholders involved in VET in order to jointly intervene in scopes linked to employment and VET policies (state representatives, regional assemblies, management and labour organisations – social partners – and regional consular chambers: agriculture, trade and commerce and industry).
-- For CVET – at regional level – the French Regions must plan and ensure the coherence of vocational training on their geographical area. Within this remit, they set out their policies according to their economic and social priorities, in consultation with the State and social partners, taking into account the regional employment and vocational training co-ordination committees. As such Regions draw up the regional plans for developing vocational training which set out, in the medium term, in their geographical area, a coherent programme for developing courses of study for young people and adults. The work should lead to contracts (Contrat de Plan Régionaux de Développement des Formations Professionnelles) signed between Regions and the State.
4. Training of teachers/trainers:
4.1. Who is a “teacher”/“trainer”?
IVET teacher / lecturer – educator working in the formal education system, civil servants (90%). They are usually trained in higher education institutions (Universities, ‘écoles normales supérieures’, certain universities or private institutions).
Teachers/trainers in apprenticeship – often ex-tradesmen and tradeswomen, experts in the field they are teaching; they may be employed on a contract (full- or part-time) in the Apprentice Training Centre, or they may be self-employed.
IVET apprentice master – employee responsible for training a young apprentice within the company; no specific training or qualification process is required.
CVET teachers and trainers – there is no national regulation governing the status of trainers or other training professionals. But there are different frameworks that can be developed.
4.2. Is the training of teachers/trainers based on standards/rameworks?
For IVET and CVET teacher/lecturer, the status and rank are determined by national entrance examinations for admission to the profession and regulated by the state.
4.3. What institutions /instances are in charge with training of teachers/trainers?
For IVET and CVET teacher/lecturer – higher education institutions.
4.4. What is the proportion “technical”/“pedagogical” in the training of teachers/trainers?
4.5. What institutions/instances are in charge with the accreditation of “teachers”/“trainers”?
For IVET teacher/lecturer – the State: there are national entrance examinations for admission to the profession (concours), regulated by the State.
Extra sources of information: www.centre-inffo.fr – the website of the French national Centre for the Development of Information on Continuing Vocational Training. Download Quality assurance procedures in the processes of certification, curricula setting, accreditation and training of trainers in European VET systems.
