Formation Continue du Supérieur

Continuing vocational education and training (CVET) is a rapidly growing part of the Irish VET system. It caters for a diverse range of learners and fields of learning and takes place in a range of locations, including Institutes of further education, training centres, community-based learning centres and in the workplace.
The governments’ National Anti-Poverty Strategy (NAPS), identified education and training as central to addressing poverty, and targeted investment and support for individuals and groups with inadequate literacy and numeracy skills. In 2005 the Educational Disadvantage Committee (EDC), issued a report entitled, ‘Moving beyond Educational Disadvantage’. This looked at disadvantage on a lifelong curve and made specific recommendations in relation to adult and community education.
While most entrants to third-level and higher education are school leavers, government policy is to encourage greater participation by mature and second-chance learners. Priority has been given to increasing participation from persons from traditionally under-represented groups such as students from disadvantaged backgrounds and Travellers. To achieve this special arrangements have been put in place in various universities, including access officers, alternative entrance qualification requirements and special foundation or preparatory courses. A number of other initiatives have been established, including the special links with second-level schools. Students with disabilities are supported with technical education aids and supports. The Department of Enterprise, Trade and Employment (DETE) is responsible for developing continuing vocational training (CVT) policies for the unemployed.
Government policy has long been that CVET for persons at work is primarily the responsibility of employers, who are the main source of funds for training for the employed, through their direct funding of in-company training and their financial contributions to the National Training Fund (NTF).
FÁS runs a range of fee-paying evening courses in its training centres aimed at employed workers and the general public who wish to update their skills. If the trainee is unemployed or is from a recognised disadvantaged group no fee is charged. In many cases the employer sponsors the training or pays or reimburses the cost of these courses. In addition to the publicly-provided CVET, commercial training providers offer courses to the general public and individual learners can avail of fee paying courses in for instance, language and IT skills provided by these companies.

  培训就业局运行一系列付费晚间课程的培训中心，旨在劳动者和一般公众谁要更新他们的技能。 如果学员是失业或是来自弱势群体认识到不收费的。 在许多情况下，雇主赞助的培训或国家或报销的费用，这些课程。 除了公开提供CVET ，商业供应商提供培训课程，一般公众和个人学习者可以利用的付费课程，例如，语言和信息技术技能提供了这些公司。

20 universités sont autonomes à partir du 1er janvier 2009, et bénéficient de compétences élargies (gestion du budget, de la masse salariale et des ressources humaines) prévues par la loi sur l'autonomie. Ces vingt universités, soit le quart des universités françaises, regroupent près de 315 000 étudiants et un peu plus de 19 000 enseignants-chercheurs. Le choix des universités autonomes s'est fait sur 4 critères, qui ont servi à réaliser les audits : la gestion comptable et financière, la gestion des ressources humaines, la gestion des systèmes d'information et la gestion immobilière. Télécharger la fiche complète

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http://www.20minutes.fr/: 20% des effectifs universitaires concernés
La ministre de l'Enseignement supérieur Valérie Pécresse a présenté fin juillet un bilan de la première année d'application de la loi sur l'autonomie des universités et rappelé la liste des 20 premières qui y accéderont au 1er janvier, dont «le budget sera multiplié en moyenne par 2,5». «Elles recevront chacune une subvention de 250.000 euros», a-t-elle précisé.
Il s'agit d'Aix-Marseille 2, de Cergy-Pontoise, de Clermont-Ferrand 1, de Corte, Limoges, de Lyon 1, de Marne-la-Vallée, de Montpellier 1, de Mulhouse, de Nancy 1, de Paris 5, de Paris 6, Paris 7, de La Rochelle, de Saint-Etienne, de Strasbourg 1, de Strasbourg 2, de Strasbourg 3, de Toulouse 1 et de l'université technologique de Troyes.
«L'université s'ouvre dans un dialogue avec l'entreprise, elles tissent ensemble davantage de liens, il se passe quelque chose d'inédit», a-t-elle insisté, précisant que sa loi, également appelée «loi libertés et responsabilités des universités» (LRU), touche «tous les secteurs disciplinaires» et va concerner «312.000 étudiants, soit 20% des effectifs universitaires».
http://www.liberation.fr/: Le président de l’université devient le vrai patron
Elu par les enseignants chercheurs du conseil d'administration pour un mandat de quatre ans renouvelable une fois, il devient le manager de son personnel: titularisation, détachement, délégation, avancement... Plus besoin d'en référer à l’Etat. Avec – et c'est nouveau – la possibilité d'embaucher des contractuels en CDD ou CDI pour des fonctions d’enseignement, de recherche, techniques ou administratives. Y compris des enseignants étrangers, à un salaire attractif pour eux. Les présidents pourront aussi distribuer des primes au mérite au personnel. Enfin, ils auront un droit de veto sur les recrutements d'enseignants.
http://www.hobsons.fr/: 1,9 milliard d’euros pour les 20 universités autonomes
Pour assurer une parfaite transition vers le statut autonome (le 1er janvier 2009), l’Etat joue un " rôle d’accompagnateur des Universités " . Cela se traduit par un " renforcement de l’encadrement dans les Universités ", déjà entamé en 2007. En effet, les Universités françaises comptent, en moyenne, moins de 25% de cadres A parmi leurs personnels.
Un plan de requalification des emplois a donc été engagé : dès la rentrée 2008, 721 emplois ont été requalifiés (453 emplois à la catégorie A, et 268 à la catégorie B).
L’Etat a également mis en place un plan de formation des agents, qui a débuté dès janvier 2008 et se poursuivra sur 3 ans. Ce plan, qui porte sur l’ensemble des aspects de management et de gestion, s’adresse aux personnels d’encadrement des universités et à l’encadrement supérieur. 500 agents en ont déjà bénéficié, et plus de 1500 personnels en bénéficieront au final.

http://www.liberation.fr/: Президент университета становится реальным боссом
Избираются преподавателей совета сроком на четыре года, продлен один раз, он стал менеджером своего персонала: пребывания, размещения делегаций прогресса ... Нет необходимости ссылаться на государство. Что - и это новое - возможность найма временной или контрактной комиссия функции учебного, научно-исследовательские, технические и административные. В том числе иностранные преподаватели с привлекательной заработной платы для них.

Adult education within the school system offers full and part-time learning opportunities for adults who could not obtain a formal school graduation certificate of a certain level or an OKJ qualification during their compulsory schooling, or who want to attain a higher level or more specialized qualification. This kind of education is offered by public and higher education institutions at primary, secondary and tertiary levels. Their training programmes offered to adults do not in general differ from the regular full time courses in terms of objectives, structure, main content, or the awarded state recognized qualifications, except for the postgraduate programmes. Postgraduate specialized programmes and doctoral degree programmes target higher education graduates to provide them more specialized or higher level training.
Assisting unemployed people and others endangered by unemployment is the prime duty of the Public Employment Service (Állami Foglalkoztatási Szolgálat, ÁFSZ) whose regional labour centres (regionális munkaügyi központ) support the training of these target groups from sources of the employment sub-fund of the Labour Market Fund. In addition, the training of unqualified adults and older people to obtain a state-recognized vocational qualification, and the vocational, general and language education of people living with disabilities can be supported by the state budget through per capita support (normatív támogatás).
The state regulates by legislation the mandatory further training system of employees in the public sector as well in some fields of the private sector where the nature of work – for example, for safety reasons or because of the constant change of regulations - necessitates it (e.g. in occupations related to gas production and services, commerce of plant and animal health chemicals, professional drivers, bookkeepers and auditors, professional hunters, etc.).
According to the adjusted calculation of the Ministry of Social Affairs and Labour based on the available adult training statistics, around one third of the participants of registered adult trainings, 100 000 persons, finance their own training.

    L'educació d'adults en el sistema escolar ofereix a temps complet i parcial oportunitats d'aprenentatge per a adults que no podien obtenir un certificat de graduació de l'escola formal d'un determinat nivell de qualificació o un OKJ durant la seva escolaritat obligatòria, o que volen assolir un nivell més alt o més coneixements especialitzats .

Adult education is vital in the fight against poverty but it has to work alongside other measures aimed at improving people’s lives, a detailed study of the impact of lifelong learning on poverty reduction shows.
Research commissioned by the independent Inquiry into the Future for Lifelong Learning explores the public value of such learning, not only for the individual but for the family and wider community. The evidence suggests that lifelong learning works best when it is part of a broad set of initiatives and responses to the complex challenges people face at various stages in their lives.
The detailed study, including a reanalysis of more than 15 years of research into poverty reduction, was carried out by Ricardo Sabates, Senior Research Office at the University of London’s Institute of Education. He raises key issues around the potential of lifelong in helping cut the dependency of individuals on other often costly state-funded support services.
“This is an invaluable study, not only for what it says about the positive things lifelong learning can and does bring to us all but also in identifying areas that still urgently need to be researched. Indeed, much of the paper touches on wider issues around which this Inquiry is calling for evidence, such as the impact of learning on well-being and the higher benefits different forms of learning can bring. It is the first of a series of analyses of the public value of lifelong learning.
“Clearly, lifelong learning can help substantially to reduce poverty through the impact it can have on so many aspects of people’s lives. We need to ensure that learning opportunities are offered in such a way as to reach all these aspects.”  Read Dr Sabates' paper here

François Fillon a donné le ton : en temps de crise, les voeux du gouvernement doivent être économes. Valérie Pécresse et Christine Boutin ont suivi la consigne avec une carte de voeux sous forme vidéo.

Valérie PECRESSE, Ministre de l'Enseignement supérieur confirme à Bernard DEPIERRE, une dotation exceptionnelle de 20 millions d'euros pour l'université de Dijon.

The primary aim of CVET in Greece is the development and improvement of the qualifications and skills of unemployed and working people and the creation of new jobs. The definition of CVET and adult education and their forms and functions are provided mainly by recent laws that have introduced important policy developments.
The most important aim of lifelong education is to constitute a dynamic policy factor for social integration. Accordingly, a series of programmes focusing on socially vulnerable and disadvantaged groups are being implemented and promoted.
Despite the policy statements and the actions that have been taken, Greece, along is among the European Union member countries that rank lowest in the field of citizen participation in Lifelong Learning training and education programs at the age group of 24-64. Greece’s participation percentage is only 3.6%, when at the same time the average European participation is 10.8%.
OAED is the major body responsible for implementing continuing vocational training programmes in order to cover the needs of the unemployed who require specialisation in order to find work. The main focus of OAED is to develop and/or expand upon existing continuing vocational training courses with a view to making a more effective intervention in the labour market and covering the needs of the largest possible number of interested persons in training services.
The Account for Employment and Vocational Training (Logariasmos gia tin Apascholisi kai Epangelmatiki Katartisi, LAEK) is a major mechanism of CVET at the initiative of enterprises in Greece. This account has decisively contributed to the reinforcement of vocational training and employment policies. The financial resources of LAEK come from the joint contributions of both employers and employees, which amount to 0.45% of the total salary of each employee and are collected by the Social Security Institute (Idryma Koinonikon Asfaliseon, IKA).
Ο Λογαριασμός για την Απασχόληση και την Επαγγελματική Κατάρτιση (Logariasmos GIA κασσίτερος Apascholisi kai Epangelmatikis Κατάρτισης, ΛΑΕΚ) είναι ένα σημαντικό μηχανισμό Cveta με πρωτοβουλία των επιχειρήσεων στην Ελλάδα. Ο λογαριασμός αυτός έχει συμβάλει αποφασιστικά στην ενίσχυση της επαγγελματικής κατάρτισης και των πολιτικών απασχόλησης. Οι χρηματοδοτικοί πόροι του ΛΑΕΚ προέρχονται από την κοινή συνεισφορά των εργοδοτών και των εργαζομένων, οι οποίες ανέρχονται σε 0,45% του συνολικού μισθού κάθε εργαζόμενου και συλλέγονται από το Ινστιτούτο Κοινωνικής Ασφάλισης (Idryma Koinonikon Asfaliseon, ΙΚΑ).

Continuing education and training is understood to be the continuation or resumption of organised learning following completion of an initial phase of education of varying scope. In addition to continuing ‘vocational’ education/training, this includes continuing general and political education, which is subsumed under the heading of ‘adult education’. The field of CVET in Germany is characterised by: a pluralism of providers, a largely market character, and a comparatively minimal degree of regulation by the state. Only a small part of provision leads to a formal vocational qualification.
In July 2004, the Federation and the Länder adopted a joint strategy for lifelong learning to encourage and support learning for all citizens of all ages and at all stages in their lives which takes place at different locations with different teaching forms. Lifelong learning includes all formal, non-formal and informal learning.
Promotion of CVET for unemployed people and those at risk of unemployment is the responsibility of the Federal Employment Agency (Bundesagentur für Arbeit - BA). The BA is under the jurisdiction of the Federal Ministry of Labour and Social Affairs (Bundesministerium für Arbeit und Soziales - BMAS).
There are a large number of collective agreements that contain training provisions (often in conjunction with other issues requiring regulation such as industrial safety and environmental protection, personnel and skills development, company and work organisation, remuneration arrangements, working hours etc.).
There are group-specific differences in participation similar to those seen in formal, organised CVET, i.e., salaried employees who have not completed any form of formal vocational training, blue-collar workers, foreign nationals and women are the most underrepresented groups in informal CVET.
Patuloy na edukasyon at pagsasanay ay naiintindihan na ang pagpapatuloy o pagpapatuloy ng pag-aaral ng mga sumusunod na inayos na pagkumpleto ng mga unang bahagi ng pag-aaral ng iba't ibang saklaw. Sa karagdagan sa mga patuloy na 'bokasyonal' edukasyon / pagsasanay, kabilang dito ang patuloy na pangkalahatan at pampulitikang edukasyon, kung saan ay subsumed sa ilalim ng heading na 'adult na pag-aaral'.