Formation Continue du Supérieur

Lifelong learning in England, Wales and Northern Ireland is often taken to refer to learning that takes placed after the young person has finished formal education and training. In Scotland lifelong learning has a broader ‘cradle to grave’ definition. The usual definition of ‘continuing’ in the UK context refers to learners over 19 years of age.
In recent years, vocational education has received greater attention from policy-makers. Governments in England, Wales, Scotland and Northern Ireland have identified priorities in lifelong learning and adult learning, in particular. For example, the Lifelong Strategy for Scotland emphasises the ‘cradle to grave’ idea of lifelong learning and widening access to learning for all citizens. In Wales, the Assembly’s government’s strategy for the promotion of lifelong learning emphasises broadening learning pathways.
Access courses to HE are recognised by the Quality Assurance Agency for higher education (QAA) through their inclusion in a national scheme. A Student who successfully completes an Access course is awarded a certificate bearing the QAA Access logo.
Since April 2002, in England and Wales, state provided work-based learning for long term unemployed adults has been delivered through the Jobcentre Plus, under the responsibility of the Department for Work and Pensions (DWP). Scotland delivers its Adult training through Training for Work.
Government, the CBI and the trade unions are encouraging a range of approaches to workplace learning. To raise the profile of workplace learning and to involve the trade unions in a more focused way, legislation now enables the election or appointment of learning representatives by trade union branches. The Union Learning Fund has been set up with government funding through the TUC, to encourage an innovative approach whereby unions extend the training they give, for example to tackling basic skills weaknesses among their members. In Scotland the Scottish Executive funds the Scottish Union Learning Fund (SULF) as post of the strategy to tackle skills issues.
The strategy of government relies on encouraging individuals to take up learning and training opportunities, with a strong focus on the learner’s needs rather than on the institutional interest of the providers. The ‘New Deal’ system of placing requirements on young jobseekers is the clearest exception to this rule, where conditions must be met before there is an entitlement to benefit.

Livslang læring i England, Wales og Nordirland er ofte at henvise til læring, der tager placeres efter den unge har afsluttet formel uddannelse og uddannelse. Livslang læring i Skotland har et bredere "vugge til grav 'definition. Den sædvanlige definition af "vedvarende" i Det Forenede Kongerige sammenhæng refererer til elever over 19 år.

Lifelong learning is now the key principle for the organisation of learning in Sweden, including both formal, non-formal and informal learning. The main forms of CVET are advanced vocational education and training (Kvalificered yrkesutbildning - www.ky.se). Some of the programmes through supplementary education (kompletterande utbildning), post secondary training (påbyggnadsutbildning), folk high schools and through bipartite sectoral training boards (apprenticeship-like programmes). CVET is typically restricted to adults (i.e. those 19 or over) as the main IVET programmes are in the upper secondary vocationally-oriented programmes. However, although there are clear links, or pathways, between IVET and higher education, links between IVET and CVET are less established with many temporary or ad hoc CVET programmes designed to respond to industry skill needs.
The main authorities involved with training for unemployed people and others vulnerable to exclusion in the labour market are the Swedish Public Employment Service (Arbetsförmedlingen), the National Agency for Education (Skolverket) and the National Agency for Advanced Vocational Education and Training (Myndigheten för kvalificerad yrkesutbildning).
In Sweden staff training (personalutbildning) that is registered in statistics is formal or non-formal, teacher/trainer-controlled staff training paid by the employer. Two-thirds of this training is organised in the company or at the workplace, and it involves an internal or external teacher or trainer. It can, however, also be arranged by external providers such as higher education institutions, educational associations or private training companies.
As in many other countries, the focus in Sweden has shifted in recent years from education and training to individual learning in line with the concept lifelong and lifewide learning. Many municipalities have established special learning centres within the framework of municipal adult education (Komvux), in community centres or in libraries. Here learning is provided and supported in various subject areas at the initiative of the individual. Unfortunately, there are no data indicating the share of formal, non-formal and informal learning pursued by adults that is CVET.
Livslångt lärande är nu den viktigaste principen för organisationen av lärande i Sverige, både formellt, icke-formellt och informellt lärande. De viktigaste formerna av CVET är avancerad yrkesutbildning (Kvalificered yrkesutbildning - www.ky.se). Några av de program genom kompletterande utbildning (Kompletterande utbildning), efter utbildning (påbyggnadsutbildning), folkhögskolor och genom ömsesidig sektorsinriktade utbildning anslagstavlor (lärlings-liknande program). CVET är vanligtvis begränsad till vuxna (dvs 19 eller äldre) som IVET viktigaste program i gymnasieskolan yrkesinriktade inriktade program. Men även om det finns tydliga kopplingar eller spridningsvägar mellan IVET och högre utbildning, och kopplingar mellan IVET CVET är mindre etablerat med många tillfälliga eller ad hoc CVET program utformat för att möta industrins kompetensbehov.

  En France, les personnes tout au long de leur vie, peuvent avoir accès à la formation. Sommaire :
La formation professionnelle tout au long de la vie
La formation professionnelle continue
Les publics de la formation
Le financement de la formation professionnelle continue
Les prestataires de formation
Les structures d’information
Définitions

Mise en place dans sa forme actuelle au début des années 70 et largement réformée depuis, la formation professionnelle continue mobilise l’État, les conseils régionaux ainsi que les entreprises, les organismes de formation publics et privés, les organisations professionnelles, syndicales et familiales.
En fonction de leur statut et des problèmes spécifiques de formation que peuvent rencontrer les individus, les partenaires sociaux et l’État ont créé et mis en place différents dispositifs : les formations en alternance, le congé individuel de formation et plus récemment, les contrats et périodes de professionnalisation ainsi que le droit individuel à la formation. La formation professionnelle continue est un secteur économique important qui représentait 1,5 % du produit intérieur brut français en 2001.

Summary
Lifelong vocational training in France
Continuing Vocational Training in France
The Training Public in France
Funding for continuing vocational training in France
Training providers in France
The information structures in France
Definitions

The legal definition of continuing education in Poland is presented in The Education System Act of 7^th September 1991, (Dziennik Ustaw of 2004, No. 256, item. 2 572 with further amendments.) in article 3, section 17. It declares that continuing education is “education in schools for adults, as well as gaining and supplementing general knowledge, vocational skills and qualifications in the out-of-school forms by people past the period of compulsory education”. According to this definition, continuing education in Poland is not identical with the continuing education concept as defined in the European Union where it is treated as a “lifelong process” (lifelong learning).
Strategy for Continuing Education until 2010” which was accepted by the Council of Ministers on 8^th July 2003. The “Development Strategy for Continuing Education until 2010” specifies the strategic objective of continuing education development and lifelong learning. It is “giving support and direction to personal development, stimulating human innovativeness and creativity”. Implementation of the objective will help “increase competitiveness, improve work organization and build foundations for the knowledge-based society”.
The system of training for the unemployed, job seekers and disadvantaged groups is regulated by the "Act on Promoting Employment and Labour Market Institutions". According to this Act, regional and district labour offices are a part of the public employment services which accomplish territorial self-government tasks in the field of labour market. Labour offices are territorial self-government units. The Minister competent in the labour market affairs co-ordinates activities of public employment services and the Voivode (Head of the Region) supervises and controls them.
Vocational qualification and general education upgrading can be undertaken on the basis of the employer's recommendation or without such a recommendation. The employee can be sent for training in any phase of learning, e.g. to a school of higher education - in any academic year or in any term of academic studies.
It is not possible to estimate the size of the CVET undertaken as individual initiative because the research carried out by the Central Statistical Office does not include category understood as "individual initiative". Indirectly, about those types of initiative we can deduct from the participation of adults in non-formal education. Such survey was carried out by the Central Statistical Office in the II quarter of 2003, including 18 900 households what gave a sample of 47 900 people at the age of 15 and more.

 

  Strategia dla kontynuowania edukacji do roku 2010 ", który został przyjęty przez Radę Ministrów w dniu 8 lipca 2003. W "Strategii Rozwoju dla kontynuowania edukacji do roku 2010" określa strategiczne cele rozwoju kształcenia i uczenia się przez całe życie. To jest "udzielanie wsparcia i kierunku rozwoju osobistego, stymulowanie innowacyjności i kreatywności człowieka.

Law 5/2002 of 19th June (BOE 20th June 2002), the Qualifications and Vocational Training Act, implemented a system of vocational training, qualifications and accreditation. There are three pathways within this section: adult education, run by the educational authorities; vocational training for the unemployed, run by the labour authorities; and continuing training for workers. Under the Qualifications and Vocational Training Act, the Instituto Nacional de Empleo INEM (National Employment Institute) and the Autonomous Regions administer jointly the Plan Nacional de Formación e Inserción Profesional, Plan FIP (the National Training and Employment Plan). The Plan was passed into law by Royal Decree 631/1993 of 3rd May (BOE 4 May) and implemented by the Ministerial Order of 14th April 1994 (BOE 28th April). Since then, subsequent laws have modified aspects of this Order.
The education supply in the field of Adult Education comprises several educational activities: a formal option that allows adults to follow all levels of learning in the education system; a very broad non-formal option that encompasses a variety of learning curricula, and finally, a series of specific or exceptional tests leading to academic or vocational degrees.
The public funds for education in Spain come mainly from the Ministry of Education, Culture and Sport and the Autonomous Regions. Other ministries and local authorities also contribute, as do local authorities. Regardless of which level of government the funds are from, they are not only allocated to public education, but also for subsidies to private centres and grants and financial assistance for students.
The companies will be able to deliver training themselves or through the employers’ organizations, trade unions or specialist training bodies. The aim is to create a flexible, objective, efficient and transparent management model, which guarantees finance for companies with the minimum of red tape. According to the regulations contained in Royal Decree 395/2006, which regulates the vocational training for employment sub-system, the cost of training actions by companies and of leave for training that has been paid to the individuals must be entered into the company accounts and the companies must also make available to the authorities proof that the training has taken place, in the form of invoices, entries in their account books and any other documentary proof.
With regard to education, individuals who do not have the qualifications needed to go to university and are on or over 25 years of age before the first day of October of the year when entrance exams are held, may enter higher education if they pass these exams. Between 1% and 3% of the places available in universities are reserved for this group.

De acuerdo con las normas contenidas en el Real Decreto 395/2006, que regula la formación profesional para el empleo sub-sistema, el costo de las acciones de formación por parte de las empresas y de la licencia para la formación que se ha pagado a las personas debe ser introducido en las cuentas de la empresa y las empresas también deben poner a disposición de las autoridades de la prueba de que la formación se ha llevado a cabo, en forma de facturas, las entradas en sus libros de cuenta y cualquier otra prueba documental. Con respecto a la educación, las personas que no tienen las calificaciones necesarias para ir a la universidad y se encuentran en o más de 25 años de edad antes del primer día del mes de octubre del año en exámenes de ingreso se celebran, pueden entrar en la educación superior si aprueban estos exámenes. Entre el 1% y 3% de las plazas disponibles en las universidades están reservadas para este grupo.

Bilan des actions menées tout au long de la Présidence française du Conseil de l'Union Européenne dans les domaines de l'Enseignement supérieur et de la Recherche.
En juillet dernier, Valérie Pécresse, ministre de l'Enseignement supérieur et de la Recherche, avait présenté ses 3 grands axes de travail pour la Présidence française de l'Union européenne :
* Développer la mobilité des étudiants, des chercheurs et des enseignants à travers l'Europe, en encourageant les stages et les séjours à l'étranger, par exemple grâce à l'établissement d'un classement européen des universités ;
* Mieux coordonner l'Espace Européen de la Recherche afin de le mettre au service des grands défis du XXIème siècle (vieillissement de la population, énergie, changement climatique, alimentation...) auxquels la société doit faire face ;
* Faire de l'Europe une vraie puissance spatiale, parce que l'Espace est au service de la Terre, de tous les Européens. Télécharger le document complet
Extraits du document :
Dans le domaine de l’enseignement supérieur, Valérie Pécresse avait fixé 3 grandes priorités : · la mobilité des étudiants, des enseignants et des chercheurs, · l’établissement d’un classement européen des établissements d’enseignement supérieur, · et la formation tout au long de la vie dans les universités européennes. (NDLR : noter les changements dans les trois axes)
La formation tout au long de la vie
Le Premier Ministre François Fillon, en décembre 2007, à la Sorbonne, a demandé à l’Association européenne des universités (EUA) de rédiger un texte qui pourrait constituer un signal fort pour développer la formation tout au long de la vie au sein des universités européennes. L’EUA a ainsi préparé la Charte des universités européennes pour la formation tout au long de la vie.
Cette Charte a pour objet de soutenir les universités d’Europe dans le développement de leur rôle spécifique en tant qu’institutions d’apprentissage tout au long de la vie – ce qui constitue un pilier central pour l’Europe de la connaissance. Elle recommande aussi aux Etats de lever les obstacles juridiques qui empêchent un certain nombre d’apprenants potentiels de retourner dans l’enseignement supérieur, et en développant des mesures d’encouragement pour l’apprentissage tout au long de la vie.

  प्रधानमंत्री फ़्राँस्वा Fillon, दिसंबर 2007 में, Sorbonne पर, कि विश्वविद्यालयों में जीवन भर के प्रशिक्षण को विकसित करने के लिए एक मजबूत संकेत हो सकता है एक पाठ प्रारूप करने के लिए यूरोपीय विश्वविद्यालय एसोसिएशन (EUA) कहा है यूरोपीय. अमेरिका के चार्टर जीवन भर में प्रशिक्षण के लिए यूरोपीय विश्वविद्यालयों के तैयार किया है.  इस चार्टर जीवन भर सीखने की संस्थाओं के रूप में उनकी भूमिका है - यूरोप ज्ञान के लिए एक केंद्रीय स्तंभ का विकास करने में यूरोप के विश्वविद्यालयों का समर्थन करना है. यह भी कि संभावित शिक्षार्थियों उच्च शिक्षा की ओर लौटने का एक संख्या को रोकने कानूनी बाधाओं को दूर करने के लिए, राज्यों की सिफारिश की गई है और जीवन भर सीखने के लिए प्रोत्साहन विकासशील.