Formation Continue du Supérieur

Training older workers: a policy in need of updating. By Christine Fournier. Training and Employment, n° 92, 2011, 4 p.
Training older workers to keep them in work? The idea is very much in vogue. Nevertheless, concentrating efforts on older workers is not necessarily a panacea. After all, age merely reinforces the strong link between access to training and level of qualification. The less well-qualified workers are, the more important it is to intervene early in order to improve access to training. Age 50, or even 45, has proved to be much too late for many. Télécharger la publication.

Applicants for VAE are unequally supported. By Chantal Labruyère, Nathalie Quintero, avec la collaboration d'Anne Delanoë. Training and Employment, n° 87, 2010, 4 p.
Applicants undertaking VAE procedures are not all on an equal footing. 70% of those applying for level 5 qualifications (ISCED level 2) are employed in the field of healthcare and socialwork. The associations in this sector provide a particularly favourable context for making VAE applications, thanks to the active policies they adopt. They provide their employees with support and cover the cost of accompanying and even training them. Completing the procedure successfully depends on acomplex set of factors. The main challenges ahead are reducing the drop-out rates and simplifying the whole procedure. Télécharger la publication.

Leaving university without a degree : four types of early leavers. Par Nathalie Beaupère, Gérard Boudesseul. Training and Employment, n° 86, 2010, 4 p.
Students who leave University without obtaining degrees are not all poor attenders. Many young people enrol at University after ruling out other options, and when they start off, they have to learn the job of being a student, which is not an easy task. Four types of early leavers were defined on the basis of two subjective criteria: the value students attach to University degrees and their ideas about their future transition to work. If these categories of students could be spotted using properly established and recognized criteria, it might be possible to reduce the drop-out rates. Télécharger la publication.

Recognition of higher education graduates' competences on European labour markets. Par Christine Guégnard, Julien Calmand. Training and Employment, n° 83, 2008, 4 p.
The number of students attending higher education institutions has more than doubled in Europe during the last twenty-five years. The resulting flow of graduates on the labour market may justify the doubts expressed about these young people's career prospects, given the present economic and social trends. In this context, the European Union has opted for increasing the level of education, and the wager seems to have paid off. In a survey conducted in fifteen European countries, it was established that the graduates questioned quickly obtained long-lasting employment and that they were satisfied on the whole with their occupational situation. Télécharger la publication.

European exchanges with Erasmus... Increasing university teachers’ mobility to promote students’ exchanges. Par Igor Agbossou, Sophie Carel-Bergeon, Patrice Caro. Training and Employment, n° 79, 2008, 4 p.
The Erasmus student exchange programme created 20 years ago is completely in line with the knowledge economy model adopted in Lisbon in March 2000, according to which Europe is expected to become "the world's most competitive and dynamic knowledge economy" between now and the year 2010. Despite the incitements proposed in the European Union's policies, the undeniable popularity of the programme and the increasing numbers of students participating in exchange schemes, the initial objectives are far from having been met. University lecturers also have been taking very little advantage of European mobility programmes. Now at both European and national levels, students' mobility has been found to be correlated with that of their tutors. In view of this link, the teachers would surely be incited to become more mobile in order to promote greater numbers of exchanges between students. Télécharger la publication.

Continuing training at European firms : The first steps towards homogenization. Par Agnès Checcaglini, Isabelle Marion. Training and Employment, n° 80, 2008, 4 p.
Vocational training at the workplace during working hours is an essential aspect of lifelong learning, which has been adopted as a priority in European development policy. However, the continuing vocational training uptake rates vary considerably from one country to another. Considerable differences also exist depending on the size of firms. Beyond these cleavages, firms' continuing vocational training practices seem to be at least becoming more homogeneous although they are not yet quite converging. Télécharger la publication.

Pathways to the validation of acquired experience. Long, complex itineraries with an uncertain outcome. By Elsa Personnaz, Nathalie Quintero, Frédéric Séchaud. Training and Employment, n° 72, 2007, 4 p.
Searching for information, advice, career guidance, positioning recommendations, obtaining confirmation of eligibility, preparing application f i l e s , and undergoing assessments: the pathway to obtaining a diploma in France via the Validation of Acquired Experience (VAE) scheme is long and complex, as many candidates have agreed. They are expected to collect together a large number of resources, such as mentoring services, time, funding, the ability to formulate what their work involves, etc., and to combine these resources appropriately. The strong commitment required by all these efforts is often undermined by tensions, most of which are inherent to the scheme itself and make the outcome highly uncertain : although many candidates set out on this path, very few eventually make it to the goal. Télécharger la publication.

The impact of CIFRE programme into early careers of PhD graduates in France. Par Jean-François Giret, Isabelle Recotillet. Net.Doc, n° 9, 2004, 15 p.
The queue for permanent research positions in the French academic sector has created a specific labour market for PhD graduates, characterised by a proliferation of post-doctoral programmes and public fixed-term contracts. At the same time, we observe an increasing proportion of young PhD graduates employed in the private sector, three years after graduation. In order to facilitate the transition of PhD graduates to the private sector, the Ministry of Research has developed a specific programme called CIFRE during the PhD, associating universities and firms. Our research focuses on the evaluation of this programme. More precisely, we try to assess their impact on the subsequent wage earned three year after the PhD graduation using a treatment effects method based on propensity score matching estimator. We use a longitudinal survey provided by the Céreq in 1999. Our results suggest some evidence of positive returns for the CIFRE programme. Télécharger la publication.

Mesurer la formation tout au long de la vie : une enquête européenne réalisée en 2003. Par Martine Möbus. Net.Doc, n° 29, 2007, 18 p.
La participation des adultes à la formation tout au long de la vie en Europe a fait l’objet d’une interrogation en 2003 en complément de l’enquête Forces de travail. La publication sur le site d’Eurostat des principaux résultats de ce module ad hoc fournit l’opportunité de revenir sur le sens et l’évolution des catégories utilisées à l’échelle européenne pour mesurer l’effort d’éducation et de formation tout au long de la vie. Après avoir brièvement présenté le cadre dans lequel le module ad hoc Formation tout au long de la vie a été élaboré, un point sera fait sur les trois catégories de formation auxquelles l’Europe se réfère : l’éducation formelle, la formation non-formelle et les apprentissages informels. Quelques illustrations tirées des résultats de l’enquête mettront en évidence la nécessité de recourir à des travaux plus qualitatifs pour pouvoir les interpréter correctement. Télécharger la publication.

Une analyse de la professionnalisation des formations de l'enseignement supérieur à partir de l'insertion de leurs diplômés. Par Jean-François Giret, Stéphanie Moullet. Net.Doc, n° 35, 2008, 21 p.
Ce document reprend et développe certains des résultats présentés aux journées d'étude du RAPPE (Réseau d'analyse des politiques éducatives), à Aix-en-Provence en novembre 2002, à partir des travaux menés par les auteurs au Céreq sur l'insertion des diplômés de l'enseignement supérieur. Télécharger la publication.