Formation Continue du Supérieur

L'Université de Reims Champagne-Ardenne est une université pluridisciplinaire qui propose des diplômes du Bac +2 au Bac +5 (offre disponible sur le site www.univ-reims.fr). L'ensemble de ces certifications est accessible par le dispositif de Validation des Acquis de l'Expérience (VAE).
Grâce à l'accompagnement de qualité que nous proposons, 75% des candidats à la VAE obtiennent une validation totale de leur diplôme.
Forte d'une offre de certification répondant aux besoins économiques et adaptée aux attentes de nombreuses régions françaises, l'Université de Reims a fait le constat que la plupart de ses candidats à la VAE sont issus de la France entière, et pas uniquement de Champagne-Ardenne.
Pour répondre aux besoins spécifiques des candidats extérieurs à notre Région, nous mettons à leur disposition un outil performant: LA PLATEFORME D'ACCOMPAGNEMENT VAE à DISTANCE.
Cette plateforme offre les services suivants: - l'accès en ligne à différents documents: guides, trames de dossier, maquette de diplôme - un système de visioconférence - un support de travail en simultané - des forums de discussion - des actualités - un lieu de partage de documents - l'accès à des vidéos de démonstration Et tout cela sans nécessiter, chez le candidat, de matériel ou de logiciel spécifique! Étant un espace d'accueil et d'information du public, vous êtes un acteur important de la VAE.
Ainsi, nous vous demandons de contribuer à informer le plus largement possible vos réseaux, vos partenaires, vos adhérents, vos collaborateurs et toutes les personnes susceptibles d'être intéressées par la VAE, de l'existence de cette plateforme d'accompagnement à distance au sein de l'Université de Reims Champagne-Ardenne.
Nous sommes à votre écoute pour tout renseignement. Dans l'espoir d'une collaboration fructueuse, les conseillères VAE 03.26.91.86.66 vae@univ-reims.fr.

PUNTENNEY, P., LYNGDOH, B., BALLHORN D., PADUA, S. (eds.) 2012. Beyond 2012: The Future We Want “To Create”. Rio de Janerio: UN CSD Education Caucus, 2012.
This publication is the United Nations Commission on Sustainable Development (CSD) Education Caucus' summary Report for Rio+20, where various team members and partners shared their observations and insights.
The primary objective of the Education Caucus is to work within the United Nations system to promote policies that support education and sustainable development. Education for sustainable development engages stakeholders on three levels: the learning individual, the learning organization, and the learning society. For more information follow this link.
Beyond 2012: The Future We Want “To Create”
The fourteen Peoples’ Sustainability Treaties, evolved through a consultative process with hundreds of civil society organizations, converged at the Rio+20 to launch a Manifesto on the final day of the summit. They have declared that another world is possible after Rio+20 and pledged their commitment to a transition toward increasingly sustainable futures on earth.
• Environmental Education for Sustainable Societies and Global Responsibility (draft for Rio+20)
• Sustainability Treaty on Higher Education (draft for Rio+20)
6. UN Higher Education Sustainability Initiative (HESI) & Declaration for Rio+20:
On the occasion of the UN Conference on Sustainable Development in 2012, the leaders of the international academic community are called upon to commit to the development of sustainable practices for Higher Education Institutions.
Since Higher Education Institutions educate and train decision makers, they play a key role in building more sustainable societies and creating new paradigms. As educational institutions, they have the mission to promote development through both research and teaching, disseminating new knowledge and insight to their students and building their capabilities. Given the objectives of Rio+20, Higher Education Institutions have a special responsibility to provide leadership on education for sustainable development.
Education for sustainable development aims at enabling everyone to acquire the values, competencies, skills and knowledge necessary to contribute to building a more sustainable society. This implies revising teaching content to respond to global and local challenges. It should also promote teaching methods that enable students to acquire skills such as interdisciplinary thinking, integrated planning, understanding complexity, cooperating with others in decision-making processes, and participating in local, national and global processes towards sustainable development.
7. Global Universities Partnership on Environment and Sustainability (GUPES) Launch
The Global Universities Partnership on Environment and Sustainability (GUPES) is a flagship project of UNEP’s Environmental Education and Training Unit (EETU). GUPES aims to promote the integration of environmental and sustainability concerns in higher education through teaching, research, community engagement and infrastructure as well as enhance student engagement and participation.
United Nations Conference on Sustainable Development, Rio+20
The United Nations Conference on Sustainable Development - or Rio+20 - took place in Rio de Janeiro, Brazil on 20-22 June 2012. It resulted in a focused political outcome document which contains clear and practical measures for implementing sustainable development.
In Rio, Member States decided to launch a process to develop a set of Sustainable Development Goals (SDGs), which will build upon the Millennium Development Goals and converge with the post 2015 development agenda.
Governments also agreed to strengthen the United Nations Environment Programme (UNEP) on several fronts with action to be taken during the 67th session of the General Assembly.
See also A/RES/66/288 - The Future We Want [Arabic] [Chinese] [English] [French] [Russian] [Spanish].

European Year for Acive Ageing and Solidarity between Generations is coming to an end. Experts would like to invigorate intergenerational dialogue and the elders to work longer. EAEA's website on Active Ageing. Website of the European Year 2012.
Every year Europe gains 2 million over 60-year-olds. At the same time, the birth rate decreases. At first glance the situation seems to be hopeless.
- Ageing is good news: it offers new possibilities for Europe. Elders can for example mentor young, low-skilled generations, says Androulla Vassiliou, the Commissioner for Education and Culture. She spoke in the beginning of this week in a conference "One Step Up in later life: learning for active ageing and intergenerational solidarity" in Brussels, where a group of experts invited by the European Commission Adult Education Unit came together. The aim was to brainstorm the future of the ageing Europe. This was done during workshops, one of which facilitated by the EAEA Secretary-General Gina Ebner. The conference produced a Conference Memorandum that the Commission will look into when considering new policies. More...

In the EU, 79% of vocational education graduates were working in 2009.
Reducing unemployment, increasing employability and ensuring better job quality and working conditions are key European Commission priorities. Vocational education seems to be a contributing factor.
Several indicators are considered in this survey. First, the 25-29 year-old population is broken down by level and orientation of educational attainment. For medium-level graduates of the same age, three more factors are taken into account: current employment rates for non-students, time elapsed from graduation to the first job lasting longer than three months, and length of time spent in the first job.
Key points
- A 79% of vocational education graduates at medium level were employed in 2009, compared to 75% for general graduates. The difference is twice as much for 20-24 year-old non-students (8.2%).
- VET graduates tend to find a job slightly more quickly: of employed 25-29 year-olds, 85% found a job within 11 months, compared to 80% for general graduates.
- VET graduates are more likely to stay longer in a job: 34% stayed in their first job for four years or longer, compared to 29% for general graduates. This could point to a slightly better match among VET graduates between the skills needed for the job and those of the individual.
- Although short-term employment prospects are better for vocational graduates, there are worrying signs, according to Cedefop’s medium-term skill forecast. Fewer job openings in occupations traditionally filled by VET graduates will be entirely new, compared to occupations usually filled by higher education graduates. In the longer term, vocational education graduates would be well advised to continue training to ensure their skills are up to date.
These and similar findings are available in Cedefop’s new report, From education to working life: the labour market outcomes of vocational education and training.
Notes
Data originate from the EU labour force survey ad hoc module 2009 on the entry of young people into the labour market, and are subject to its methodology. Data were processed by Cedefop based on extractions provided by Eurostat. In interpreting the data, possible differences in national implementations of the EU LFS should be taken into account.
Indicators on time from graduation to work and average time in the first job exclude Germany. The first job is a job lasting longer than three months. Data date back to 2009, at which point EU Member States had been affected by and responded to the crisis in different ways.

Thessaloniki, 10 December 2012. The workshop will be targeted at 40 European and national policy-makers, stakeholders, researchers and experts, who show a professional interest in guidance in age management strategies and issues linked to the integration of immigrants. The objectives of the work-shop event are as follows:
- to discuss the preliminary results of the first interim phase of the European study currently being developed by  Cedefop on employers’ age management strategies;
- to address the key questions and challenges arising from these results;
- to suggest adjustments/improvements for the next phases of the study.
Download the Background Note.
The study includes four phases:
- An introductory phase, adjusting methodology, data collection formats and discussing the literature review, as well as defining criteria for country clustering into coherent groups;
- A first interim phase, which comprises a literature review regarding the 12 selected countries and interviews with national experts from all the 27 countries. The implementation of the first 5 case studies (from a total of 20) and corresponding draft descriptions.
- A second interim phase of the study, which comprises the implementation of the remaining 15 case studies and of 40 mini-cases (mini-cases are to be based on information supplied by national experts). This stage will also comprise interviews to EU level stakeholders.
- The fourth stage will be the final analysis of information identifying good practices on/innovative approaches to designing, developing, implementing and monitoring age management strategies in public and private sector organizations and delivering key messages for EU and national policy-makers, employers and guidance experts.
The introductory and first interim phases of the study are completed, and the preliminary results from the first five case-studies as well as the analysis of the national frameworks are now available.
Countries were clustered, during the introductory phase of the study, into four groups according to the following criteria: labour market regulations, economic situation, employment levels of older workers, levels of VET availability and enrolment among older workers.
Three representative countries were selected from each cluster, accounting for geographic and demographic variety as well as a diversity of situations in EU antiquity, providing a total of 20 case-studies in 12 countries. The representative countries also serve as a basis for a more in depth analysis of policy and legislative context. This later information will benefit from the input of interviews to national experts, partly implemented during the first interim phase and to be completed during the second interim phase.
Case studies consist of guidance practices targeted at older workers within organizations. They attempt to retain variety concerning firm size and sector of activity. Each case study is linked with two similar practices implemented in other countries. The mini-case studies will reflect similarities or relevant aspects of the in-depth case studies, being developed in parallel situations in two other countries. The mini-cases will account for interesting elements regarding crosscountry and/or cross-sector transferability of practices.
The first five case-studies and the national reviews have identified, up to this point, some fundamental challenges to achieving critical results for firms and workers:
- There is fragmentation and lack of coordination between guidance services for older workers;
- Firm-based strategies frequently have a low degree of definition in what concerns the content, nature and methods of guidance methods used;
- The concern for the inclusion in the activities of professionals with appropriate guidance skills or for the organisation of adjusted training in guidance methods to management level seems to be irregular;
- There is a lack of established methods to follow-up and evaluate the benefits of guidance for older workers;
- There is a frequent inaccuracy and lack of clear strategy in inserting guidance in the age management strategies at both national and firm level;
- The labour participation of older workers managed at small scale through regional/local programmes;
- There is a certain difficulty in identifying examples of good practice addressed specifically to older workers – strategies are frequently mixed (in age targets) and have only specificities aimed at older workers;
- Frequently there is not a consensual definition of active age management agreed at national level, which results in low common vision between policy fields, coordinating bodies, etc;
- Not all countries have developed a National strategy on ageing, which does not favour the development of structured approaches and supports.
The present workshop has as purpose to discuss the relevance and quality of the results, addressing these fundamental challenges and to suggest adjustments/improvements for the next phases of the study. Download the Background Note.

Slowly but steadily, the attitude towards population ageing is changing in Europe. Early reports had described it as a demographic time bomb with negative consequences for economies and societies. But these changes are increasingly seen as harbingers of opportunity and the emerging ‘silver economy’ as a driver of future growth.
This publication, which marks the European Year 2012 for active ageing and solidarity between generations, contributes to the debate by providing new insights that are based on the latest research and best practices in Europe and the Member States.
The evidence points towards the importance of demonstrating the benefits of learning to all stakeholders and developing the capacity of organisations to make the best of their employees’ abilities at any age. Download Working and ageing.
Press release - Despite changing attitudes, employers are not yet prepared for an ageing workforce Cedefop study draws implications for human resource management and training policies
Attitudes toward what used to be called “the demographic time bomb” are improving: Europe’s ageing workforce is increasingly seen as a factor of growth and innovation. Yet while employers are fully aware that the workforce is ageing, they do little to prepare for this change, and certainly not enough to make the best of it.
Cedefop’s latest publication on working and ageing, The benefits of investing in an ageing workforce, collects papers that examine this ‘ageing paradox” and show how investing in learning later in life can bring real benefits to companies as well as individuals. The papers cover, among other EU Member States, Germany, Italy, England, Austria and Belgium, but also look at developments in Canada and the USA; sectors discussed range from the pharmaceutical industry to retail.
The papers collected in this publication emphasise that employers need first and foremost to develop ‘demographic literacy’, i.e. to understand how to create a learner-friendly environment for employees of all ages. Successful companies, research shows, take a life-cycle approach to active ageing, addressing the learning needs of employees from recruitment to retirement. Download Working and ageing.

Slowly but steadily, the attitude towards population ageing is changing in Europe. Early reports had described it as a demographic time bomb with negative consequences for economies and societies. But these changes are increasingly seen as harbingers of opportunity and the emerging ‘silver economy’ as a driver of future growth.
This publication, which marks the European Year 2012 for active ageing and solidarity between generations, contributes to the debate by providing new insights that are based on the latest research and best practices in Europe and the Member States.
The evidence points towards the importance of demonstrating the benefits of learning to all stakeholders and developing the capacity of organisations to make the best of their employees’ abilities at any age. Download Working and ageing.
Press release - Despite changing attitudes, employers are not yet prepared for an ageing workforce Cedefop study draws implications for human resource management and training policies
Attitudes toward what used to be called “the demographic time bomb” are improving: Europe’s ageing workforce is increasingly seen as a factor of growth and innovation. Yet while employers are fully aware that the workforce is ageing, they do little to prepare for this change, and certainly not enough to make the best of it.
Cedefop’s latest publication on working and ageing, The benefits of investing in an ageing workforce, collects papers that examine this ‘ageing paradox” and show how investing in learning later in life can bring real benefits to companies as well as individuals. The papers cover, among other EU Member States, Germany, Italy, England, Austria and Belgium, but also look at developments in Canada and the USA; sectors discussed range from the pharmaceutical industry to retail.
The papers collected in this publication emphasise that employers need first and foremost to develop ‘demographic literacy’, i.e. to understand how to create a learner-friendly environment for employees of all ages. Successful companies, research shows, take a life-cycle approach to active ageing, addressing the learning needs of employees from recruitment to retirement. Download Working and ageing.

Η εκπαιδευτική κοινότητα της χώρας είναι πλέον πιο ανοιχτή στην ανάγκη στενότερης σύνδεσης της εκπαίδευσης με την αγορά εργασίας. Παράλληλα όμως και οι οικονομικοί φορείς οφείλουν να αναλάβουν περισσότερες πρωτοβουλίες για την αξιοποίηση και αναβάθμιση των δεξιοτήτων και επαγγελματικών προσόντων των εργαζομένων τους.
Αυτό ήταν ένα βασικό συμπέρασμα της ημερίδας με τίτλο  «Γεφυρώνοντας την εκπαίδευση και την κατάρτιση με την αγορά εργασίας – αξιολόγηση και πιστοποίηση της μάθησης και των προσόντων σε ευρωπαϊκό επίπεδο», που διοργάνωσε χθες το Cedefοp σε στενή συνεργασία με τον Δήμο Θεσσαλονίκης και την Περιφερειακή Διεύθυνση Εκπαίδευσης Κεντρικής Μακεδονίας, με τη συνδρομή του Κέντρου Ευρωπαϊκής Πληροφόρησης Europe Direct.
Η ημερίδα, που επικεντρώθηκε στις τελευταίες μελέτες του Cedefop σχετικά με την αναντιστοιχία δεξιοτήτων και θέσεων εργασίας, και τις νέες μεθόδους αναγνώρισης επαγγελματικών προσόντων, εντάσσεται στο ευρύτερο πλαίσιο των εργασιών της Συντονιστικής Επιτροπής Διά Βίου Μάθησης και Σύνδεσης με την Απασχόληση του Δήμου Θεσσαλονίκης. Στην επιτροπή συμμετέχει το Cedefop μαζί με τους κοινωνικούς, παραγωγικούς και εκπαιδευτικούς φορείς της πόλης. Δελτίο τύπου σε μορφή PDF.

Par Charles Centofanti. Olivier Poivre d'Arvor: "sur France Culture Plus, il y aura de tout pour les étudiants mais uniquement du bon". France Culture lance, ce lundi 26 novembre, France Culture Plus, un web­mé­dia des­tiné aux étudiants et au monde uni­ver­si­taire. Entretien avec Olivier Poivre d'Arvor, le direc­teur de la station.
France Culture Plus s'apprête à être mise en ligne: de quoi s'agit-il?
France Culture Plus est un web­mé­dia étudiant qui com­bine, sur une même adresse IP et en accès libre, quatre approches dis­tinctes. D'une part, le Campus France Culture ren­dra acces­sible dès l'ouverture des conte­nus pro­duits par une qua­ran­taine d'universités et de grandes écoles fran­çaises. Et nous espé­rons comp­ter une cen­taine de par­te­naires d'ici la fin de l'année. D'autre part, la Sélection de France Culture com­pren­dra des pod­casts d'émissions choi­sies de France Culture parce qu'elles cor­res­pondent aux attentes des étudiants. Ces res­sources seront réunies sous la forme de dos­siers édito­riaux. C'est un point essen­tiel : l'angle média dif­fé­ren­cie France Culture Plus d'une simple biblio­thèque de conte­nus. Il y aura aussi une approche webra­dio avec Radio Campus. Il est impor­tant de don­ner voix aux 24 radios de cam­pus, avec trois émis­sions dont une musi­cale inti­tu­lée "Starting block" et un maga­zine de société "Univox". France Culture Factory, notre labo­ra­toire d'idées ori­gi­nales, cor­res­pond au qua­trième volet de France Culture Plus. Cette offre pro­po­sera des pro­grammes ori­gi­naux cou­vrant les dif­fé­rentes facette de la vie étudiante. Dès le lan­ce­ment, nous dif­fu­se­rons six pro­grammes exclu­sifs, avec l'objectif d'une ving­taine début 2013. Radio Thésards pro­po­sera notam­ment des entre­tiens de 4 à 5 minutes avec des jeunes doc­to­rants, dont les thèses portent, par exemple, sur le dégoût ou l'approche séman­tique de l'amour. Suite de l'article...
Avec France Culture Plus, France Culture vous donne accès à des conférences et des cours issus des universités, des grandes écoles, des labos de recherche partout en France.
Cette parole savante est transmise à chacun en toute liberté et mise en perspective.
S'y ajoutent des archives radios, des rencontres avec des thésards en cours de travail et la voix du réseau Radio Campus: toutes les facettes de France Culture Plus et d'un savoir vivant.
C'est la rentrée sur France Culture. Les programmes de l'année font suite à la "grille d'été" depuis lundi matin. Et parmi les nouveautés de cette saison qui débute, il faut noter l'arrivée de... Grantanfi. Martin Quenehen propose ce rendez-vous chaque mercredi à 15h, en partenariat avec le magazine L'Etudiant.
Vie universitaire et culture étudiante, voilà ce dont il sera question. "Grantanfi squatte les bancs de la fac", nous dit-on. "Et le programme est chargé: frais d'inscription, rattrapages, logement en cité U, amour, drogue ou sécurité... Grantanfi ne fera l'impasse sur aucun sujet.