Canalblog Tous les blogs Top blogs Emploi, Enseignement & Etudes Tous les blogs Emploi, Enseignement & Etudes
Suivre ce blog Administration + Créer mon blog
MENU
Formation Continue du Supérieur
genre
8 juin 2013

Educational and occupational mobility of women

http://www.europarl.europa.eu/common/img/icon/header_icon_eplogo_print.pngEducational and occupational mobility of women
Report:  Licia Ronzulli (A7-0164/2013)
Report on educational and occupational mobility of women in the EU
[2013/2009(INI)]. Committee on Women's Rights and Gender Equality.
MOTION FOR A EUROPEAN PARLIAMENT RESOLUTION
on educational and occupational mobility of women in the EU(2013/2009(INI))
The European Parliament
,
–   having regard to the Treaty on European Union, in particular Articles 2 and 3 thereof,
–   having regard to the Treaty on the Functioning of the European Union, in particular Articles 8, 45, 165 and 166 thereof,
–   having regard to the Charter of Fundamental Rights of the European Union, in particular Articles 21, 23 and 25 thereof,
–   having regard to the 1979 UN Convention on the Elimination of All Forms of Discrimination against Women (CEDAW),
–   having regard to Directive 2005/36/EC of the European Parliament and the Council of 7 September 2005 on the recognition of professional qualifications(1)
–   having regard to the Commission communication of 21 September 2010 entitled ‘Strategy for equality between women and men 2010-2015’ (COM(2010)0491),
–   having regard to the Commission communication of 23 November 2010 entitled ‘An Agenda for new skills and jobs: A European contribution towards full employment’ (COM(2010)0682),
–   having regard to the Commission communication of 9 June 2010 entitled ‘A new impetus for European cooperation in Vocational Education and Training to support the Europe 2020 strategy’ (COM(2010)0296),
–   having regard to its resolution of 25 October 2011 on promoting workers’ mobility within the European Union,(2)
–   having regard to Rule 48 of its Rules of Procedure,
–   having regard to the report of the Committee on Women’s Rights and Gender Equality and the opinion of the Committee on Employment and Social Affairs (A7-0164/2013),
A.  whereas the right to live and work in another country of the European Union is one of the Union’s fundamental freedoms guaranteed to European Union citizens by the Treaty on European Union and whereas mobility is a multifaceted phenomenon having economic, social and family dimensions;
B.  whereas workers’ mobility and educational mobility help to deepen people’s attachment to their European citizenship; and at the same time constitute a European principle for achieving cohesion and solidarity across the EU;
C.  whereas the Erasmus Programme, which since 1987 has made it possible for more than 2.2 million European Union citizens to study abroad can also make an especially positive contribution to cross-border worker mobility after the study period, and whereas the growth in education and vocational training for women is increasing their mobility;
D.  whereas the economic and financial crisis has negatively affected the EU labour market, especially as regards employment rates and the possibility of moving freely and choosing employment according to one’s educational and professional qualifications, with women being one of the worst-affected groups;
E.   whereas, according to the most recent available data, the female unemployment rate in the European Union is 10.7% (or 22.7% in the case of women under the age of 25);
F.   whereas occupational mobility is a strategic objective of the European Union, as it increases the efficiency of the single market and helps to improve professional skills and employment levels, which are key factors of economic and social progress;
G.  whereas there are significant gender differences as regards workers’ mobility within the EU – men move for jobs or job transfers far more often than women do (44 % compared with 27 %), while women are more often obliged to take a career break in connection with a long-distance move in order to follow their partner;
H.  whereas gender segregation on the labour market, lack of adequate working conditions, the gender pay gap, inadequate measures to balance family and work life, persistent stereotypes and the risk of gender-based discrimination, are the major obstacles to women’s occupational mobility; whereas factors related to family, the considerable differences between family benefits available in the various Member States, social networks, care facilities for children and other dependants – particularly the absence or inadequacy of public networks of day nurseries, crèches and public provision of free-time activities for children – housing and local conditions, and other obstacles (language, lack of awareness of rights) are additional barriers preventing women from exercising the right of free movement, residence and work throughout Europe;
I.    whereas women are exposed to social risks more often in their lifetime than men, the result of which is the growing feminisation of poverty; whereas the most recent estimates suggest that in the EU women’s salaries are on average 16.4 % lower than men’s, and that there are major differences between Member States, with the wage gap varying between 1.9 % and 27.6 %(3);
J.    whereas multidimensional policy solutions incorporating lifelong learning, the reconciliation of professional, family and personal life (particularly for single mothers), combating precarious work and promoting jobs including full rights entitlements, a public healthcare network, a public social security network and differentiated work organisation practices at women’s request are needed in order to improve the integration of women into the labour market;
K.  whereas a high-quality education provides women with better employment prospects, improved skills and key competences in a given field; whereas it also facilitates their participation in society and cultural activities and ensures better pay on the labour market;
L.   whereas educational mobility helps to foster occupational mobility and increase labour market opportunities and must be available to all, including women with a low level of qualifications;
1.   Emphasises the need to increase awareness of the situation of women of all age groups in the context of the EU’s policies on education, social integration, means to balance family and working life, migration and employment, poverty, health care and in its social protection policies, to protect the rights of women, to promote equality and equal employment opportunities for men and women, to ensure safe working conditions, equal access and career opportunities including the application of the same criteria for selection in matters of employment, to concentrate more on the situation of women in the decision-making process and to combat all forms of discrimination in the labour market, such as occupation segregation or wage discrimination, in particular by promoting lifelong learning, combating precarious employment and promoting work with rights, working hours that are compatible with a work-life balance, a public healthcare network and social security system, and differentiated practices for the organisation of working time, at the woman’s request;
2.   Emphasises that educational and occupational mobility has been recognised as offering added value to the EU; stresses that the economic crisis is making it increasingly necessary to adapt one’s choice of occupation to what is available on the labour market, and that it is increasingly vital for women to be more adaptable to the demands of new career opportunities when changing occupations;
3.   Considers that fostering the educational and occupational mobility of women can contribute to the achievement of the Europe 2020 headline target of raising the employment rate for women and men aged 20-64 to 75 %, through, for example, the greater participation of young people, older workers and low-skilled workers and the better integration of migrants;
4.   Calls on the Member States to include provisions to ensure transparency and awareness in the area of women’s rights and the rights of their family members in respect of mobility when designing their national strategies and reform programmes;
5.   Considers that professional mobility must not be unfavourable to women where social rights are concerned and that it is therefore necessary to guarantee the continuation and transfer of pension rights under the public social security system between countries, while recognising the diversity of pension regimes throughout the EU;
6.   Calls on the Member States to collect and analyse data on the difficulties, scale and structure of women’s mobility, to draw attention to and promote the benefits of employment mobility on their national markets and the benefits of educational and employment mobility in foreign countries; calls on the Commission and Member States to monitor the situation of agencies and organisations offering jobs to workers from other Member States and to detect potential illegal or undeclared employment, or agencies or organisations providing fictitious jobs;
7.   Calls on the Member States to report on gender data in relation to occupational mobility and to include provisions to advance gender equality in terms of occupational mobility when designing their national policies and their National Reform Programmes (NRPs), with specific attention to the programming and implementation of national or regional level operational programmes funded by the European Social Fund (ESF) for the 2014-2020 programming period and beyond; recalls its resolution of 23 October 2012 endorsing the Commission’s proposal to earmark 25 % of the total cohesion policy allocation to the ESF(4);
8.   Stresses that, if this issue is a specific objective within these programmes, or appears as a special horizontal priority, good practices will start to show up and measures will yield results at regional and/or local level;
9.   Points out that, in order to boost employment, greater attention must be paid to cross-border cooperation, the exchange of best practices between educational institutions and professional bodies in the Member States, and that school systems must become more equal and inclusive;
10. Calls on the Member States to step up efforts and cooperation with special emphasis on access to information and advice to combat the human trafficking carried out by international networks that recruit workers, especially women, by falsely promising them jobs that do not actually exist and result in situations involving sexual exploitation and forced labour or services (begging, slavery or practices similar to slavery, servitude, the exploitation of criminal activities, or the removal of organs);
11. Points out that mobility should be based on gender equality and combating discrimination on the grounds of gender, race, origins, religious beliefs, age and state of health;
12. Points out that women moving abroad for jobs in domestic service and involving care for children or disabled or elderly people are often employed without a contract or work illegally, and consequently have no rights or entitlement to social security, healthcare, an adequate pension or other benefits in relation to pension contributions;
13. Calls on the social partners, Member States and the Commission to support the improvement of gender equality elements in collective agreements, amongst others, by promoting the right to flexible working hours, childcare facilities, mentoring of women workers, measures to increase women’s representation in collective bargaining negotiations and by assessing the impact of collective agreements on women;
14. Calls on the Member States to: monitor the situation of workers who care for children and other dependants; provide enough information to women moving abroad to take on such jobs, including information on access to declared work and training in the relevant area, on social rights, on healthcare, etc.; provide these women with advice on declared jobs and warn them of the possible dangers of the illegal labour market;
15. Emphasises that European policies must also take into account the living and working conditions of women moving away for seasonal jobs in agriculture, especially as regards the need for adequate accommodation, social protection, medical insurance and healthcare, a balance between family and working life, and a decent wage; stresses the need to combat the exploitative situations that many of these women experience;
16. Points out that women moving abroad for employment are often offered the lowest-ranked jobs on the labour market in terms of skills, pay and prestige, and that women’s labour migration is often concentrated in a few female-dominated occupations associated with traditional gender roles; calls on the Member States, therefore, to endeavour to encourage adequate contractual arrangements and discourage excessive reliance on non-standard employment contracts;
17. Calls on the Member States to work together to find solutions to prevent or compensate for the effects that occupational mobility has on some Member States in certain areas (such as the mobility of medical personnel, who are predominantly women) and which may affect human rights in the Member States of origin;
18. Considers that enabling women moving abroad to enjoy portable social security rights is essential to ensuring that they effectively benefit from the prerogatives they have acquired.
19. Draws attention to the considerable differences between Member States in terms of family benefits and social rights, and points out that these variations can present a real obstacle to the occupational mobility of men and women with dependent families;
20. Calls on Member States to ensure reciprocal recognition of diplomas and professional qualifications and to facilitate the simplification of recognition procedures;
21. Points out that in cases where it is not recognition itself that is the main problem but rather the protracted nature of the procedure necessary for recognition, this may give rise to a faulty start in the new host environment in the EU;
22. Expresses its concern at the high level of ‘brain-waste’ among women, i.e. under-use of the qualifications possessed by women moving abroad, which is particularly apparent in the highly feminised sectors of nursing and domestic work;
23. Stresses the need to ensure clear rules are in place to facilitate women’s access to senior management positions and notes that increasing the number of women on management boards increases competitiveness and productivity; welcomes, therefore, the Commission proposal to reserve for women, by 2020, a minimum quota of 40% of non-executive positions on the boards of European publicly listed companies with 250 or more employees and an annual total turnover of more than EUR 50 million;
24. Calls on the Commission and on the Member States to improve the detection and elimination of the violations of women’s rights in the labour market and effectively punish these violations, so as to provide women living abroad for work purposes with all the necessary information, including with regard to access to jobs and training in this field and to social rights and healthcare, and to provide counselling in relation to employment opportunities and social housing programmes at no extra cost;
25. Calls on the Commission to monitor and report regularly on how EU funds focusing on education and training, occupational and educational mobility and on labour market participation are being taken up by women and men; calls on the Member States and the Commission to react rapidly in cases of unbalanced take-up;
26. Calls on the Member States to take action to eliminate the barriers to professional and social advancement which women face in the countries to which they have transferred their centre of interests but which are not their country of origin;
27. Notes that women, including migrant workers, are much more likely than men to be subject to involuntary part-time working (with 32.1 % of women working part-time in the European Union in 2011 compared to 9 % of men); calls on the Member States to take the necessary measures to discourage employers from recruiting employees on a part-time basis (by requiring justification, abolishing certain tax advantages, etc) and strengthen the rights of women who have no alternative but to work part-time (by means of priority recruitment, job insecurity payments in the event of dismissal, etc);
28. Urges the Member States and the Commission to strengthen the EU’s policy on fighting direct and indirect discrimination against EU migrant workers and women in particular, hosted by another Member State and the abuse of their rights as a result of their insufficient knowledge of languages and of the laws applicable to their employment in the host Member State;
29. Calls on the Commission and the Member States, with the support of local stakeholders, the social partners and training bodies, to make women more aware of the opportunities offered by occupational mobility, with particular reference to personal development, career planning and their rights when moving from one Member State to another for professional reasons;
30. Calls on the Member States to set up contact points for mobile domestic and care workers with individual employment relationships, so as to provide them with the means to establish a network enabling them to be informed of their rights, and to support non-governmental players active in this field;
31. Encourages the Member States to facilitate procedures for local and regional authorities:
-   to design and put into practice specific programmes to integrate women and men into local communities and to foster intercultural exchange,
-   to offer women who follow their spouses or partners to another Member State appropriate services such as courses to facilitate their integration into their new social and cultural environment, for example language courses and vocational courses, with special regard to vulnerable women,
-   to devote greater attention to integrating women into the labour market, particularly to their acquisition of qualifications and the updating thereof, the acquisition of skills and the implementation of the lifelong education and training programme,
-   to address highly mobile women at risk, such as domestic workers, care workers, cleaners and women working in the hotel, restaurant and catering (HORECA) sector,
-   to support social awareness campaigns by non-profit organisations focusing on women in international communities, such as expatriate spouses and partners,
-   to develop integration coaching programmes, psychological counselling and integration projects; stresses that concrete measures are of practical help in understanding and solving problems;
32. Stresses the damage to the economy and the individual stemming from the gender pay gap; stresses that the gender pay gap partially arises from the fact that sectors where women are over-represented often have lower salaries;
33. Urges the Member States to make pay trends more transparent, particularly by promoting collective bargaining, so as to avert continuing or widening pay gaps, including their implications for the accumulation of pensions in the Member State of origin and the host Member State and to take the necessary steps to bridge the wage gap; calls on the Commission to propose new measures to penalise and effectively reduce the pay gap between men and women and to monitor the correct application and effectiveness of Directive 2006/54/EC on the implementation of the principle of equal opportunities and equal treatment of men and women in matters of employment and occupation, as well as to revise the existing gender pay gap legislation (Directive 2006/54) as demanded by Parliament in its resolution of 13 March 2012; strongly urges the Commission and Member States to develop policies, in cooperation with social partners to eradicate the gender pay gap, that focus on the integration of women in the labour market and promote equal opportunities for mobility;
34. Stresses that the upbringing of children requires a sharing of responsibility between men and women and society as a whole and calls on the Member States to provide workers who move with a spouse or partner and/or children regardless of their level of pay or qualifications with information about the family benefits available in the host Member State, public care facilities for children and other dependants, pre-schools, schools and medical services, along with free access to public employment services in accordance with the applicable national legislation in order to help spouses or partners moving to another Member State to find a job; reasserts the need to guarantee the right to family reunification;
35. Calls on Member States to set up infrastructural measures to support mobile workers with families, addressing access to education and childcare, social security and community services; calls on both sending and receiving Member States to develop mechanisms for integration and reintegration of highly mobile workers with families; underlines that the value of intercultural skills acquired by women moving abroad should be better recognised by employers;
36. Encourages Member States to combat poverty and the social exclusion of women of all age groups; calls on the Commission and Member States to take measures to prevent the feminisation of poverty by promoting employment and the spirit of enterprise among women, combating wage disparities and facilitating the reconciliation of professional and family duties by developing child care facilities;
37. Calls on the Member States and the Commission to pay special attention to the problem of poverty among older women caused by the fact that they receive smaller pensions, also as a consequence of periods of unemployment which they undergo in order to take care of their children and other dependant family members;
38. Calls on the Member States to encourage employers to grant flexible working times for women, and especially those whose children have remained in the Member State of origin, so as to enable them to maintain a tangible physical link with their children;
39. Calls on the Commission and the Member States to encourage the use of teleworking in both private and public sector organisations, on the basis of fair pay and fair social conditions, to avoid the need for women to take career breaks in connection with their partners’ occupational mobility;
40. Calls on the Member States to actively participate in removing obstacles to workers’ mobility by offering family members and partners services such as courses to facilitate their long-term integration into their new social and cultural environment, for example language and vocational courses, in order to ensure their independence and dignity;
41. Stresses the need to attract women to education and training in the MINT professions (mathematics, informatics, new technologies), in order to overcome occupation segregation and wage discrimination; urges the Member States to promote vocations and professions requiring scientific, technical, engineering and mathematical skills among women from an early age, for better employability and to assist the transition between education, professional training and employment; thus, calls on the Member States to provide or further develop quality vocational orientation and career guidance services to assist women in this regard;
42. Stresses the positive impact of attracting women from an early stage into professions in key industries with a high job potential, in particular the green economy, the health and social care sector and the digital economy;
43. Calls on the Commission and the Member States to take action to address gender segregation by sectors by both motivating individuals from early on to go into relevant sectors and by addressing the conditions that make such sectors less attractive for women or men, such as on the one hand working conditions incompatible with care responsibilities and on the other hand pay;
44. Reiterates its call on the Member States to promote learning and employment mobility by: (a) increasing awareness and making information easily accessible to all; (b) highlighting the added value of mobility in the early stages of education; (c) ensuring that learning outcomes from mobility experiences between Member States are validated; (d) reducing administrative burdens and stimulating cooperation between the relevant authorities across the Member States and (e) recognising periods spent abroad for the purpose of calculating cumulative pension entitlement in the Member State of origin;
45. Calls on the Commission to pay particular attention to all aspects of educational and vocational training, higher education and adult education, with a view to improving the quality of education and enhancing employment prospects in the future;
46. Notes that since its inception in 1987 the Erasmus programme alone has enabled more than 2.2 million students to be mobile within the EU, and has made a significant contribution to mobility in European higher education; hopes, therefore, that the future multiannual financial framework will make adequate financial provision for all programmes designed to support mobility and education; calls on the Commission and the Member States to continue their active support for European and international education and study programmes, and programmes such as Grundtvig, Comenius, Leonardo da Vinci, Jean Monet and Erasmus so as to facilitate educational and occupational mobility for women in the EU and also to enable teachers to spend part of their working lives in another EU Member State, thereby helping to foster a sense of European citizenship and identity; stresses the importance of the new multiannual programme for education, vocational training, youth and sport, which builds on the positive experiences of all existing European programmes in the areas of mobility and education.
47. Stresses the importance of gender-sensitive educational systems, as they give children a diversity of choice in discovering their talents; stresses that research indicates that strong gender stereotyping in education adds to gender segregation in the labour market, both in relation to sectors and occupations; calls on the Commission and Member States to combat these stereotypes;
48. Stresses the need to introduce youth guarantees in the Member States in order to increase labour market access for young people, including female graduates, and to facilitate their transition from studying to the labour market; underlines that early career mobility patterns play a crucial role in shaping subsequent employment changes; recalls its two resolutions of 24 May 2012 on the Youth Opportunities Initiative and of 16 January 2013 on a Youth Guarantee; calls, therefore, on the Commission and the Member States to implement swiftly the youth employment package, particularly with regard to ‘Your first EURES job’ and the Youth Guarantee, with a view to fostering early educational and occupational mobility of young women;
49. Calls on the Commission, likewise, to find a means of integrating the education acquired through youth mobility with jobs matching that education, in order to increase the efficiency of the mobility process in both its educational phase and its occupational phase;
50. Stresses that, in order to boost employment and combat long-term unemployment, it is necessary to consider increasing mobility not only for students and workers, but also for their teachers; considers that such an approach would ensure quality teaching;
51. Emphasises the importance of an enhanced social dimension and of increasing access to educational mobility programmes for women from disadvantaged backgrounds, women with low incomes, women on maternity leave and single mothers;
52. Calls on the Member States to clarify the financial support options that exist for women’s educational and employment mobility, and to make it easier to access this information;
53. Emphasises that disabled women, women with few or no educational qualifications and single mothers must be given sufficient information and additional support to gain access to existing training, learning and educational mobility programmes;
54. Draws particular attention to women with disabilities and stresses the need for measures and actions to combat double discrimination and promote completely equal rights and opportunities;
55. Considers that special attention should be given to respect for the cultural background and/or traditions of women from minority communities;
56. Calls on Member States to encourage national, regional and local projects to improve the labour participation rate of women; calls on Member States to encourage higher participation of men and women in volunteering and charity activities for the community;
57. Emphasises that special attention must be awarded to supporting the mobility of women aged over 45, who are more willing than other women to accept insecure employment,
58. Stresses the need to increase the level of participation in lifelong learning programmes by women who have moved abroad, including programmes relating to skills development, and points out that programmes to strengthen social integration should also be introduced;
59. Points out that unemployment and problems getting into the workforce affect women from a wide range of age groups, and that women have to react quickly to the labour market’s requirements and welcomes the measures proposed by the Commission to tackle the current, unacceptable levels of youth unemployment and social exclusion and offer young people jobs, education, and training; supports the initiatives adopted by the Commission, such as the ‘WOmen Mobility ENhancement’ mechanism, and calls on the Commission to broaden and enhance the scope of projects designed to increase the professional mobility of women;
60. Stresses the conclusions of the Year for Active Ageing and Solidarity between Generations; points out the need to support voluntary activities and the exchange of knowledge and experiences between women from different age groups;
61. Calls on the Commission to support the reallocation of adequate financial resources to programmes that promote women’s employment and better education for disadvantaged groups;
62. Recommends the establishment of a European Counselling Service Network to help local communities deal with this problem by providing information, know-how and guidance regarding the integration of women; recommends the promotion and use of instruments and networks and continued funding for existing European networks, as well as instruments facilitating mobility such as EURES, Your Europe and Europe Direct, which also make it easier for women to find information about their rights and opportunities in the various Member States;
63. Instructs its President to forward this resolution to the Council and the Commission, and to the governments of the Member States.

(1)

OJ L 255, 30.9.2005, p. 22.

(2)

Texts adopted, P7_TA(2011)0455.

(3)

Eurostat 2010, except EE, EL (2008). AT, BE, ES, IE, FR, IT, CY: provisional source.

(4)

European Parliament resolution of 23 October 2012 in the interests of achieving a positive outcome of the Multiannual Financial Framework 2014-2020 approval procedure.

4 février 2013

Gender segregation in higher education

AS SAUDI ARABIA is aggressively marching into a liberalized market structure, more job opportunities are being created in the expanding private sector for both Saudi young men and women.
It seems that the new economic changes are associated by less rigid employment policies that include a mixed labor environment. For example, the government's decision forcing business owners to employ women in traditionally male dominated sales jobs in shops and malls across the country is going full steam ahead and is no longer taboo.
However, as far back as the 1990's, studies by international organizations such as The International Labor Organization and the World Bank have indicated that the Saudi education system in general was deteriorating, and failing to properly prepare young Saudi men and women for the local job market. Now a new shortcoming could be added to the decaying education system: Failing to meet the new labor structure by systematically preparing them for mixed gender surroundings.
It is no secret that gender segregation in education has been the status quo in Saudi Arabia since public education for females was officially introduced in the early 1960's. Interestingly, the Kingdom is the only Muslim country in the world that still does not have coed schooling in all education levels, from primary school to university. Read more...
16 décembre 2012

Gender equality: Essential for sustainable growth

Organisation for Economic Co-operation and DevelopmentIf we are to come out of this crisis in a sustainable way, we are going to need to use all the human talent available. As societies across the world face problems ranging from population ageing to massive youth unemployment to increasing pressure on the environment and scarce natural resources, we need all hands on deck to find solutions and meet new challenges.
We know that greater educational attainment has accounted for about half of the economic growth in OECD countries in the past 50 years – and that owes a lot to bringing more girls to higher levels of education. So when the Taliban shoot a girl on a school bus in Pakistan to deter girls from going to school, it is not just an unpardonable act of violence against one person or community; it is a blow against growth and development for a whole economy.
But once you have your education, you need to be able to use it to reap the full economic benefit, both personally and globally. In OECD countries, more women than men are now graduating from university, and yet women still earn 15% less than men and hold only 10% of boardroom seats in major listed companies -- even though more diverse boards can help improve corporate governance. Women also spend fewer hours in paid work than men, and many more hours in unpaid work – cooking, cleaning, caring for children and ageing parents – and are more likely to end their lives in poverty.
5 juin 2011

Women in Lifelong Learning Network

http://willnetwork.weebly.com/uploads/7/0/2/5/7025704/560269.jpg?1302865630What is the Women in Lifelong Learning Network?
The Women in Lifelong Learning (WiLL) Network is one of UALL’s six specialist networks, providing both a forum for discussion of issues relating to women and gender in lifelong learning and a professional network for women employed in the lifelong learning sector. The WiLL Network has a mailing list of over 90 members, publishes a quarterly e-bulletin and runs events, open to all and sometimes jointly with other UALL networks on topics related to women and lifelong learning. If you would like to join the WiLL mailing list, please contact the Network Convenor, Kate Thomas.
NEW: Advance Notice: A date for your diary... Wednesday 26 October 2011.  Women E-Mentoring in Lifelong Learning (WELL) Workshop at the Women's Library, London. The Workshop will present findings from the evaluation of the Women in Lifelong Learning E-mentoring Scheme.  More details to follow.
NEW: UALL Work Based Learning and Employer Engagement 2011 Annual Conference, University of Wales Institute, Cardiff (UWIC).  28-29 June 2011. For further information download the flyer
What is UALL?

The Universities Association for Lifelong Learning (UALL) is the professional association for the lifelong learning community within higher education. UALL plays a leading role in national and international policy formulation, advocacy, research and practice in lifelong learning and continuing education. It has well-established links with all major agencies in lifelong learning and higher education including Funding Councils, UK Government Education and Lifelong Learning Departments, University and College Associations, Quality Assurance Bodies, as well as with other national and international organisations.  Membership is drawn from the higher education and lifelong sectors in the United Kingdom and overseas. For further information about UALL, including membership, see the website and/or contact the Administrator, Lucy Bate.
11 mars 2011

La VAE, une affaire de filles?

http://blog.educpros.fr/claudelelievre/wp-content/themes/terrafirma/terrafirma/images/a10.jpgOn pourrait le croire  puisque, selon la note d’information du ministère de l’éducation nationale qui vient d’être publiée, les deux tiers des candidats sont des filles.
Cela s’explique avant tout parce que la demande de validation par les acquis de l’expérience concerne en premier lieu des diplômes et des métiers où les femmes sont très nombreuses (90% des dossiers ont trait à des diplômes de la catégorie des services et, pour les deux tiers d’entre eux, il s’agit de diplômes appartenant aux secteurs très féminisés du travail social, du tertiaire administratif ou de la coiffure)
Sur les quelques 22000 dossiers qui ont été examinés en 2009, presque 3500 d’entre eux  relevaient du CAP petite enfance (qui permet d’accéder à des emplois d’agents territoriaux spécialisés des écoles maternelles ou ATSEM), 1000 du baccalauréat professionnel secrétariat et 2500 du BTS assistant de direction (introduisant à des emplois massivement investis par les femmes).
De façon plus générale, même si l’éventail des diplômes visés est très large en principe (et même pour une part dans les faits, car les candidatures pour des VAE existent pour de très nombreux diplômes, même si souvent il s’agit de petits nombres, voire de nombre ‘’infinitésimaux’’), six candidats à la VAE sur dix ne visent qu’un éventail réduit d’une dizaine de diplômes. En tête des diplômes demandés, le CAP petite enfance représente à lui seul les trois quarts des dossiers visant l’obtention d’un CAP ; les deux options coiffure, les deux tiers de ceux visant un BP.
Selon la note, « la demande apparaît un peu plus diffuse en baccalauréat professionnel et en BTS où les premières spécialités demandées (à savoir ‘’secrétariat’’ pour le baccalauréat professionnel et ‘’assistant de direction’’ pour le BTS), représentent chacune 30% de l’ensemble des dossiers pour ces diplômes, toutes spécialités confondues ».
Mais il n’en reste pas moins que 60% de l’ensemble des demandes de VAE pour des baccalauréats professionnels ou des BTS concernent des spécialités connexes de la gestion administrative et commerciale d’entreprise.
http://blog.educpros.fr/claudelelievre/wp-content/themes/terrafirma/terrafirma/images/a10.jpg One might think because, according to the Circular of the Ministry of National Education has just been published, two-thirds of applicants are girls. This is due primarily because the demand for validation by the acquired experience for first degrees and occupations where women are heavily represented (90% of cases relate to degrees of service category and for two thirds of them, these diplomas belonging to highly feminized sectors of social work, service or administrative hairdressing). More...
27 mars 2010

Filles et garçons dans l’enseignement supérieur: des parcours différenciés

http://www.inegalites.fr/media/images/logo_observatoire_menu_accu.jpgSeulement un quart des diplômés des écoles d’ingénieurs sont des femmes. En revanche, elles représentent 70 % des étudiants en lettres et sciences humaines.
Entre filles et garçons, les parcours universitaires demeurent nettement différenciés. Alors que les filles constituent 70 % des étudiants en lettres et sciences humaines, elles sont moins de 30 % dans le domaine des sciences fondamentales. Dans les classes préparatoires, elles ont investi les prépas littéraires (75 %) mais ne représentent que 30 % des prépas scientifiques.
Aux filles les lettres, aux garçons les sciences ? Ce principe reste vrai. Et la sélection ne se fait pas seulement au moment de l’entrée dans l’enseignement supérieur : les filles sont déjà minoritaires en filière scientifique au lycée. Les choses changent tout de même. Ainsi, les filles ont dépassé les garçons dans les prépas scientifiques. Et elles progressent dans les écoles d’ingénieurs: de 15,7 % des élèves en 1985 à 25,9 % en 2007. Reste qu’au rythme de 10 points en 20 ans, il leur faut encore un demi-siècle pour atteindre la parité.
http://www.inegalites.fr/media/images/logo_observatoire_menu_accu.jpgSamo ena četrtina diplomantov iz inženirstva šol, so ženske. Vendar pa predstavljajo 70% študentov v umetnosti in humanistike. Med dekleti in fanti, še vedno akademski izraz očitno razlikujejo. Medtem ko dekleta predstavljajo 70% študentov na področju humanistike in družboslovja, so manjši od 30% osnovne znanosti. V pripravljalnem razrede, ki so jih vložili literarnega prépas (75%), vendar le 30% prépas znanstvenikov. Več...
5 octobre 2009

VAE : les femmes sont de plus en plus nombreuses

logo du PRAO 100
VAE : les femmes sont de plus en plus nombreuses à entrer dans le dispositif alors que les actifs demeurent largement majoritaires, selon une étude du Prao sur l’évolution de la VAE entre 2003 et 2008.
Le Pôle Rhône-Alpes de l'orientation (Prao) vient de réaliser une étude ayant trait à l'évolution de l'activité régionale en matière de VAE entre 2003 et 2008. Il apparaît notamment que le nombre de validations totales a régulièrement augmenté pour atteindre 2.458 dossiers (2.159 en 2007), que les femmes sont de plus en plus nombreuses à entrer dans le dispositif, passant de 58 % à 74 % des publics, et que la part des actifs demeure largement majoritaire avec plus de 74 % des personnes présentés en jury. Autre donnée : la part des demandeurs d'emploi, qui ne représentait plus que 18 % des publics en 2007, revient en 2008 à un niveau plus conforme à ce qu'il était auparavant, à 22 %. Les demandeurs d'emploi affichent autant d'intérêt pour la VAE que les actifs mais ils sont moins enclins à aller jusqu'au bout de la démarche.
Les certifications concernant les métiers des services à la personne et les métiers du secrétariat et de la comptabilité constituent la majorité des demandes de VAE, d'où la part importante des femmes dans le dispositif : elles sont 74 % à se présenter en jury en 2008 contre 70 % en 2007 et 68 % en 2006.
Les personnes en activité sont les plus nombreuses à se présenter (77 % des publics en 2008 avec une pointe à 84 % en 2005), les demandeurs d'emploi représentant moins d'un tiers des publics.
La part des plus de 45 ans a suivi une hausse pour s'établir à 35 % des publics en 2008 alors qu'ils étaient 38 % en 2007 mais la tranche des 30-44 ans est la plus concernée avec 56 % des présentations en jury. La part des moins de 29 ans demeure faible puisqu'elle s'élève à 9 % des publics (6 % pour les 27-29 ans et 3 % pour les moins de 27 ans).
Les résultats des jurys sont en évolution positive puisque la validation totale est désormais majoritaire, passant de 45 % en 2003 avec 901 VAE délivrées à 56 % en 2008 avec 2.458 VAE. En 2008, les validations partielles ont représenté 34 % des résultats (1.484 dossiers) pour 10 % de refus (416 dossiers).
En matière de répartition par certificateur, en 2008, les diplômes de l'enseignement secondaire de l'Education nationale demeurent les plus nombreux avec 1.206 VAE totales devant les Affaires sanitaires et sociales (643 VAE totales) et le ministère du travail et de l'Emploi (363 VAE totales). L'enseignement supérieur représente 160 VAE totales pour 88 VAE partielles et 3 refus. Evolution du dispositif de VAE en Rhône-Alpes entre 2003 et 2008: VAE 2003 2008.
COPE 100 logo
VAE le donne: è più probabile per accedere al dispositivo, mentre i beni rimangono in gran parte la maggioranza, secondo uno studio Prao sullo sviluppo della VAE tra il 2003 e il 2008. Rodano Pole-orientamento Alpes (COPE) ha appena completato uno studio riguardante l'evoluzione delle attività regionali in VAE tra il 2003 e il 2008. Sembra che anche il numero totale di commit è costantemente aumentato a 2.458 casi (2.159 nel 2007) che le donne hanno più probabilità di entrare nel dispositivo dal 58% al 74% del pubblico, e che il quota di credito rimane una larga maggioranza con oltre il 74% di quelli presentati nella giuria. Maggiori informazioni...
31 août 2009

Researching Gender, Participation, Flexibility and Identity in Adult Learning

http://www.esrea.org/content/1/c6/07/08/21/ESREA%20%236b%20-%20webisda.JPGESREA (European Society for Research on the Education of Adults) Gender Network Conference, 8 to 10 October 2009 | University of Hull, UK.
Conference Theme, Researching Gender:  Participation, Identity and Flexibility in Adult Learning.
    * Gender and participation in lifelong learning
    * Gender and identity in adult learning
    * Flexibility , gender and adult learning
    * Gender and informal learning
Aims-themes of the network: The gender issue is visible in research in the Educational Sciences, but it mainly concerns formal education and children. The purpose of this ESREA network is throw more light upon this field of research in adult education in Europe. Reports of research are discussed in terms of their theoretical aspects such as gendered learning, gender in higher education, gendered biographies, masculinities-feminities, gender in adult training, but also in terms of their methodological dimensions.
Network Convenor: Joanna Ostrouch University of Warmia and Mazury in Olsztyn, Poland
Publications: Dybbroe, B. & Ollagnier, E. (Eds) (2003), Challenging Gender in Lifelong Learning: European perspectives, Roskilde: Roskilde University Press. Ostrouch, Joanna / Ollagnier, Edmée (eds.) (2008) Researching Gender in Adult Learning Frankfurt: Peter Lang. European Studies in Lifelong Learning and Adult Learning Research Vol. 3 Edited by Hake Barry J. / Salling Olesen Henning / Tippelt RudolfSecond Call for Papers.
Abstract: Emmanuel Da Silva Université de Bretagne Ocidentale, Brest, France.

Becoming a welfare worker in France means more than just a professional socialization. The University is not in charge of these courses, they depend on schools, which have quotas (sort of a numerus clausus) and specific recruitments: nearly all students are middle-class young women. In the field used for this Phd work, there are 7 men on the three year course, and 71 women. Learning how to be a welfare worker means learning specific knowledge (from psychology to sociology) but also social skills or interpersonal skills, which are never objectivised. Those social skills are « known » as professional qualities, but teachers hardly define their contents. These « qualities », necessary to be a « good » welfare worker, deal with normative conception of the behaviour of welfare work, as the selection at the entry of the social school shows. Those qualities (care, empathy and detachment) are known as feminines; but this « femininity » is also defined from a social position, the white middle-class stand-point.
In this context, if gender « is the activity of managing situated conduct in light of normative conceptions of attitudes and activities appropriate for one's sex category » (West and Zimmerman, 1987), the formation of welfare workers in France is a gender socialization. Coming in the form of a professional socialization, welfare work formations are institutions of gender socialization. This approach is especially relevant for adults in a lifelong learning project. Their age seems to put them in a situation of unfavourable differentiation ; although lifelong education is a French political will, critics from the others involved in the course (peers, teachers, professionals...) question their social skills and legitimacy. In such a situation, adults do a gender singularization: they do gender to save face in the interaction. That means they promote relative gender norms - related to other social experiences - and try to legitimate their activities in light of these norms. My research aims to point out that whatever the social category used to critic the behaviour of lifelong learning adults (class, age), adults subjectively translate it in a gender questioning.
21 mai 2009

Concilier vie familiale et formation continue, une affaire de femmes

Pour se former, les femmes réorganisent leur vie personnelle deux fois plus souvent que les hommes et elles sont plus nombreuses à déclarer que ces réorganisations génèrent des frais. C’est moins le fait d’être femme que d’être mère qui rend nécessaire les réorganisations, particulièrement quand les enfants sont très jeunes. Ce sont d’ailleurs les conditions de garde des enfants qui sont le plus fréquemment revues. En écho, les mères de famille accèdent moins à la formation que les femmes.
L’impact de la situation familiale sur la probabilité de se réorganiser ajouté aux coûts éventuels des réorganisations invitent à penser que les conditions de suivi des formations s’avèrent déterminantes pour nombre de salariés. Beaucoup sont contraints par des emplois du temps et des ressources qui n’autorisent pas toujours la mise en oeuvre des moyens qu’appelle le suivi d’une formation. Si les charges familiales viennent peser plus particulièrement sur les réorganisations féminines, elles peuvent donc s’avérer un obstacle à la formation quand elles s’accompagnent de contraintes que le ménage ne peut parvenir à surmonter. En outre, la durée de la formation intervient dans l’étendue des réorganisations.
Συνδυασμός της οικογενειακής ζωής και της κατάρτισης, ένα γυναικών. Για να καταρτίζουν τις γυναίκες να αναδιοργανώσει τη ζωή τους δύο φορές τόσο συχνά όσο και οι άνδρες είναι πιο πιθανό να δηλώσουν ότι παράγουν αυτές οι δαπάνες αναδιοργάνωσης. Περισσότερα...
22 octobre 2008

Module de formation gratuit, en e-learning, sur l'égalité professionnelle et salariale entre les femmes et les hommes

Ce module représente 20 heures de formation, entièrement médiatisée par le biais d’animations, de vidéos, de reportages, d’exercices, de fiches de synthèses et de supports écrits permettant d’aller plus loin.
Contenu du module : La première partie aborde la notion de stéréotypes : Qu’est ce qu’un stéréotype ? Etre victime de stéréotypes ? L’application au domaine professionnel et les leviers pour évoluer, ainsi que les enjeux. La seconde partie aborde la question de la réglementation et des mesures incitatives : Le cadre législatif international, le cadre européen et le cadre national ; Le gender mainstreaming ; les différentes mesures incitatives : Rapport de Situation Comparée, Label Egalité, Commission Egalité, outils financiers. La troisième partie est consacrée au déploiement du Rapport de Situation Comparée (RSC) dans les entreprises et à la négociation : Présentation du RSC et guide méthodologique d’incitation et d’accompagnement de la démarche en entreprise ; Conduite d’une négociation en entreprise… Cette partie a notamment été travaillée en concertation avec les représentants des partenaires sociaux. La dernière partie propose un focus sur l’entrepreneuriat au féminin : Spécificités et accompagnement de l’entrepreneuriat au féminin.
Pour y accéder, il suffit de remplir un formulaire en indiquant son mail, son nom, son prénom, sa fonction et sa structure. Site:  http://extranet-ingenium.unicaen.fr/.
Gratis uddannelsesmodul, e-læring, lige arbejde og løn mellem kvinder og mænd. Dette modul svarer til 20 timers uddannelse, alle medieret gennem animationer, videoer, historier, øvelser, faktablade og skriftligt materiale kan gå videre. Website: http://extranet-ingenium.unicaen.fr/. Mere...

<< < 1 2 3 4 5
Newsletter
53 abonnés
Visiteurs
Depuis la création 2 803 084
Formation Continue du Supérieur
Archives