Dans un contexte de tensions croissantes de recrutements dans un certain nombre de secteurs, l’État mobilise un financement spécifique dans le cadre du Plan d’investissement dans les compétences pour soutenir les besoins de l’activité économique tout en créant les conditions d’un parcours d’insertion pour les demandeurs d’emploi.
Cet appel à projets s’inscrit en outre dans une perspective de réponse aux besoins des 124 territoires ciblés dans le programme Territoire d’industrie annoncé par le Premier ministre le 22 novembre 2018.
À ce titre, les OPCA en situation de proposer des formations dans le secteur de l’industrie apporteront une attention particulière pour présenter des projets localisés au sein des 124 territoires.
Cet appel à projets vise également à accompagner les entreprises dans leur transition écologique.
La réponse aux tensions de recrutement pouvant être prise en compte par d’autres financeurs de la formation professionnelle, notamment dans le cadre des pactes régionaux d’investissement dans les compétences mis en œuvre par les conseils régionaux, il est nécessaire que les répondants à cet appel à projets s’assurent de la complémentarité des actions prévues sur les territoires.
Dans les quartiers prioritaires entre 2010 et 2012, les jeunes accèdent moins souvent à un contrat aidé, marchand ou non marchand, que les jeunes habitant dans les quartiers environnants, au sein des mêmes zones d’emploi.
Les jeunes des quartiers prioritaires ont des caractéristiques sociodémographiques qui pourraient expliquer ce moindre accès aux contrats aidés. Ainsi, à caractéristiques comparables, les jeunes des quartiers prioritaires accèdent autant que leurs voisins aux contrats aidés non marchands ; ils sont néanmoins défavorisés pour obtenir un contrat aidé marchand.
Après la création des emplois d’avenir en 2013, les jeunes des quartiers prioritaires accèdent davantage aux contrats aidés non marchands ; ce meilleur accès ne bénéficie toutefois qu’aux plus diplômés, ayant au moins un baccalauréat. Après la création des CIE-starter en 2015, les jeunes des quartiers prioritaires, à tous les niveaux de diplôme, accèdent davantage aux contrats aidés marchands.
Sur toute la période 2010-2016, résider en quartier prioritaire a un impact négatif sur l’accès aux contrats d’alternance après une période de chômage ou d’inactivité.
Moneyball
Jim Groom, bavatuesdays, March 28, 2014
People are beginning to notice the the proponents of learning analytics need to brink some new data and examples forward to support their case, as the old ones are not only, well, old, they have also been thoroughly discredited. More...
NL government to reduce student debt burden by replacing all student loans with grants
Press Release, Canadian Federation of Students, March 31, 2014
The story is in the headline. The Newfoundland government is also freezing tuition. It's rare enough in Canada to be worth highlighting here (by contrast, I lived in oil-rich Alberta for 17 years, faced nothing but rising tuition rates and accumulated $25K in student debt it took me decades to repay). More...
The Secular Problem of Evil
James Paul Gee, Weblog, March 31, 2014
James Paul Gee looks at the problem of evil from a secular perspective and comes up with the old Taoist maxim that life in the balance is the recipe for good. "Cooperation on a large scale—that is, any sort that could lead to cultures, institutions, cities, and states—requires solving what I will call 'hard continua problems'. These are problems where too much of something is bad and too little of it is bad, but finding the 'middle-ground' is hard." But this isn't the answer to the question of why there is evil - it's the answer (or an answer) to the question of why it's so hard to eradicate. More...
The Game of Wrong, and Moral Psychology
John Holbo, Crooked Timber, March 28, 2014
Some interesting post-MOOC reflections on learning and moral psychology from Crooked Timber, another example I think of how a MOOC well done results in the creation of new knowledge, as opposed to the mere transmission of the old (this may not be so much true for the students of a Coursera course as it is for the instructor). Anyhow, the reflections cause in me some thoughts about the apparent contradition between two principles I have long held, the first of which is a form of utilitarianism, and the second of which is a version of Kant's principle that each person is inherently valuable. More...
Mapping Twitter Topic Networks: From Polarized Crowds to Community Clusters
Marc A. Smith, Lee Rainie, Ben Shneiderman, Itai Himelboim, Pew Research Internet Project, March 28, 2014
I think that the structure of Twitter (specifically: the fact that wheen you post, you post to an audience of all your pollowers) limits the range of possible types of 'conversatuon networks'. So don't take this post as all-inclusive. More...
Stanford scientists put free text-analysis tool on the web
Andrew Myers, Stanford Engineering, March 28, 2014
As this prromotional article states, "Ever wondered whether a certain TV show had a slant in favor of a political candidate? Stanford computer scientists have created a website that gives anyone who can cut and paste the ability to answer such questions, systematically and for free. More...
European Commission launches network to foster web talent through Massive Open Online Courses (MOOCs)
Press Release, European Commission, March 27, 2014
Nick Kearney pointed me to the European Commission's ususual definition of MOOCs: "MOOCs are online university courses which enable people to access quality education without having to leave their homes." I wonder who it was who convinced them that the massive and open aspects of these courses are compleetely incidental. More...
Intergenerational mobility: new evidence from the Longitudinal Surveys of Australian Youth
Bruce Bradbury, Gerry Redmond, Ilan Katz, Melissa Wong, National Centre for Vocational Education Research (NCVER), March 26, 2014
Interesting long-term study of the impaact of education on intergenerational mobility. What this study asks is whether increased access to education, and imporved educational outcomes, lead to changes in students' socio-economic standing: do they get better jobs? Do they assume more influential positions in society? Are they wealthier? The study's conclusion is negative: dispite improving educational outcomes since the 1970s, intergenerational mobility has not improved. More...
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