France has a lifelong vocational training system to provide education opportunities throughout people's lives. Initial vocational training concerns young people in full-time education and apprenticeships, while lifelong vocational training concerns those who have left initial education as well as adults already working. Vocational training represents about 1.5% of France's GDP and includes options from technical education to apprenticeships to higher education degrees. The system is jointly overseen by the national government and regional authorities working with industry representatives.
Bachelor of technology (b tech) programme in buildingAlexander Decker
The document reviews the Bachelor of Technology (B-Tech) programme in Building Technology at the Sunyani Polytechnic in Ghana, which was introduced to provide academic progression for graduates of the Higher National Diploma in Building Technology and train professionals for the construction industry. The programme implemented a competency-based training (CBT) model. The review found that an adapted version of CBT was used, with internships being the strongest aspect of implementing CBT. Logistical constraints and unfamiliarity with CBT limited fully adopting it as intended. Stakeholders were interviewed and documents reviewed to evaluate the programme since its inception.
Com296 a new impetus for european cooperation in vocational education and tra...home
This document discusses ways to strengthen vocational education and training (VET) across Europe in order to support the Europe 2020 strategy for smart, sustainable, and inclusive growth. It proposes that by 2020, VET systems should provide high-quality, accessible options for both initial vocational education and continuing training. Systems should be flexible, recognize skills from various learning experiences, and support mobility and lifelong learning. Reforms aim to ensure VET equips people with skills relevant to the labor market and aids economic recovery, while promoting social inclusion.
The document discusses the reforms to the 14-19 curriculum in the UK. It outlines that the previous system of GCSEs was deemed inadequate for preparing students for further education and employment. A new system of diplomas covering major employment sectors was introduced between 2008-2013 to develop students' academic, vocational and soft skills. Key elements of the reform included introducing diplomas, raising the minimum school leaving age, expanding apprenticeships and improving teacher training for the new curriculum.
The document summarizes the key findings of the 2013 Education and Training Monitor report. It discusses how the economic crisis has challenged European education systems through public finance consolidation and youth unemployment. Specifically, it notes that 16 member states decreased education spending between 2008-2011, with cuts most prevalent in tertiary education. The employment rate of recent graduates has also declined since 2008. It emphasizes that skills and qualifications will be key to Europe's economic success but that current skills levels in Europe do not fully meet labor market needs. Overall the report examines investments, outcomes and efficiency in European education and training systems.
Key findings from the 2011 edition of Education at a GlanceEduSkills OECD
In the current economic environment:
Continued strong demand for education
Poor labour markets and low opportunity costs for education
Substantial public and private gains from education
Earnings premium for tertiary education remains large and continues to grow:
Public long-term gains from higher education are almost three times the size of the investments
High-level skills key to competitiveness
Comparative cost advantage across OECD countries varies with educational levels
Labour-market entry becomes more difficult
Particularly for young lower educated individuals
Education a good insurance against unemployment and to stay employed especially in weak labour markets:
Educational attainment likely to rise further
Continuing education increasingly important.
NIOSe is a national institute that provides online education programs from secondary to postgraduate levels. It offers flexible distance learning programs through various affiliated universities and boards under the Ministry of Human Resource Development in India. The courses are designed to meet the needs of diverse learners and allow them to continue their education while developing skills for career growth. NIOSe aims to help learners achieve their career goals and enjoy a wide range of interests through quality education programs. It provides various certificate, diploma, undergraduate and postgraduate courses in fields including IT, management, engineering, science and commerce.
Integrating curriculum; lessons for adult education from career and technical...Psicóloga Pedagoga
This report examines curriculum integration strategies used in career and technical education (CTE) programs that could inform adult education efforts. Curriculum integration combines academic and technical content to prepare students for further education, employment, and careers. The report reviews research on curriculum integration models in K-12 education and describes two models in detail: ConnectEd's multiple pathways approach and Ford PAS programs. It also discusses promising adult education initiatives that incorporate elements of integrated curricula, such as course, cross-curriculum, and program integration. The report concludes that curriculum integration shows potential to expand options for adults and improve transitions to postsecondary education and careers.
Accreditation Concept and Processes in MalaysiaGhazally Spahat
The document discusses accreditation concepts and processes in Malaysia. It provides background on the development of Malaysia's Qualification Framework (MQF) which aims to standardize qualifications across different education and training institutions. The MQF framework establishes eight qualification levels across academic, vocational, technical and professional sectors. It also discusses the accreditation process in Malaysia which involves institutions applying for recognition and undergoing evaluation by technical committees before final approval. The concept of accreditation is rooted in educational philosophies like pragmatism and reconstructionism. It also reflects curriculum development models which integrate various components like teachers, society, and students.
The document discusses postgraduate opportunities at the University of Southampton School of Law. It highlights that the School of Law has an excellent reputation with employers and the legal professions nationally and internationally. It offers a wide selection of postgraduate programs that allow students to benefit from intensive teaching while building on skills from their first degree. The teaching is student-focused, dynamic, and intellectually stimulating, supported by excellent legal resources. The School of Law has built a strong reputation as one of the top law schools in the UK.
Inside of the Telecentre Multimedia Academy project, I was responsible of the coordinatation of the elaboration of this teacher's handbook. Together with a group of specialist of multimedia matters, we develop the content.
This handbook is addressed to teachers and facilitators who will use Telecentre Multimedia Academy modules to train their students about multimedia courses.
Inside of this publication you will find the structure of the differents modules, the principles of adult education, teaching methods and some useful tips to better do your job as teacher of adult learners.
This Teacher's handbook will provide you with the information and guidance you need to act as a tutor/facilitator of the multimedia courses available in the Telecentre Multimedia Academy (TMA) project website.
These courses have the objective to give citizens with a combination of key competencies, including media, information and digital literacy, required for active participation in the modern society.
This document discusses supporting growth and jobs through modernizing Europe's higher education systems. It outlines key issues and actions needed to: [1] Increase attainment levels of higher education graduates and researchers to meet projected job growth; [2] Enhance the quality and relevance of skills developed in higher education; [3] Strengthen governance and funding to support excellence; and [4] Boost collaboration between education, research, and business. The EU will support modernization efforts through specific actions while responsibility lies primarily with member states and education institutions.
This document summarizes the key findings and policy relevance of the 2014 Education and Training Monitor report. It finds that while 19 EU member states cut education spending in 2012, underinvestment risks undermining Europe's economic growth potential. It also notes that education systems need to better develop students' employability and address inequalities to fully realize their potential. Additionally, reducing early school leaving remains important to help more individuals complete qualifications and protect against poverty. The Monitor provides evidence to inform the European Semester process and help progress education targets.
1. The Portuguese higher education system has faced challenges in achieving equitable access and success due to factors such as a numerus clausus quota system that favors those with higher secondary school marks, coming from families with higher incomes and education levels.
2. Data shows enrollments skewed towards students from higher socioeconomic backgrounds and universities over polytechnics, as well as imbalances across fields and gender, such as more women in most fields but far fewer in medicine.
3. Limited financial support for students and quality issues in secondary education further hinder equitable access and success in Portuguese higher education.
The Council adopted conclusions on establishing a new strategic framework for European cooperation in education and training from 2009 to 2020. The framework aims to support national education reforms and make progress toward four strategic objectives: 1) making lifelong learning a reality, 2) improving quality and efficiency, 3) promoting social inclusion, and 4) enhancing creativity and innovation. European countries will work together on priority areas in three-year cycles and monitor progress through reporting. The conclusions call on member states to cooperate using these guidelines to strengthen education cooperation across Europe.
The document discusses reforms to education in the UK for 14-19 year olds. It aims to develop awareness of new diploma qualifications available, which integrate academic and vocational skills. The reforms were informed by reviews recommending that the UK improve skills training to meet long-term economic needs and redefine what it means to be an educated adult. New diplomas and pathways have been introduced, along with requirements for students to participate in education or training to age 18.
The document discusses adult education in Portugal. It outlines that adult education has become increasingly popular in Portugal in recent decades, moving from supplemental education to a key part of lifelong learning. It describes the main components of the Portuguese adult education system, including recurrent education courses, certified modular training programs, and processes for validating competencies. It also discusses organizations that oversee adult education policy and programs aimed at improving adult education strategies in Portugal.
The Bordeaux Communiqué summarizes the priorities and strategies of the Copenhagen process on enhancing cooperation in European vocational education and training. It discusses progress made since 2002 in developing tools to improve transparency and recognition of skills between countries. Key priorities going forward include implementing these tools at national levels, increasing quality and attractiveness of vocational training systems, better linking training to labor market needs, and strengthening European cooperation on vocational education.
Cost and Financing of Education in Mozambiqueasafeiran
This document provides a summary of the cost and financing of education in Mozambique. It finds that while enrollment rates have increased steadily over the past decade, quality remains low due to challenges such as teacher shortages and inefficient allocation. Recurrent costs per student are relatively high compared to other countries but outcomes are still poor. There are also significant disparities in access and outcomes based on gender and geographic location. Overall, the education system is underperforming given the resources available, and reforms are needed to improve efficiency, equity and learning outcomes.
Your network currently consists of 2,727 direct connections. Through your connections, you have access to over 18 million professionals within 3 degrees of separation. Your network gives you access to professionals in 374 locations and 124 industries around the world. The statistics provide insight into how large your professional network is and who you can potentially connect with.
This document provides information about personal styles and a personal style inventory assessment. It includes:
1) Four personal style categories (extraversion/introversion, sensing/intuition, thinking/feeling, perceiving/judging) with descriptions of characteristics for each.
2) Learning goals of helping individuals identify their personal style and how it relates to behaviors and relationships.
3) An overview of the personal style inventory which measures eight style preferences across four categories to help individuals understand their most frequent patterns of thinking and behaving.
Instruments psychométriques - MBTI® Niveau I
L’Indicateur Typologique de Myers-Briggs (MBTI®) est le plus utilisé de tous les questionnaires de personnalité. Dans le monde, plus de 3 millions et demi de questionnaires sont remplis chaque année et il y a plus de 13000 utilisateurs qualifiés en Europe. Le questionnaire est fondé sur plus de 50 années de recherche et est disponible en 19 langues.
The document discusses the Balanced Scorecard framework for communicating strategy throughout an organization. It outlines several key barriers to effective strategic implementation, including lack of understanding of strategy, misaligned objectives and incentives, and failure to link budgets and resources to strategy. The Balanced Scorecard addresses these barriers by translating strategy into clear objectives and metrics, and linking all organizational efforts and processes to the successful execution of strategy. The document outlines a seven-step process for developing a Balanced Scorecard, including establishing strategic focus areas, building a strategic grid to capture objectives and their relationships, defining metrics, setting targets, and launching programs to implement the strategy across an organization.
LOGIC - European perspective, lifelong learning strategiesLLL Platform
LOGIC is about implementing the lifelong learning concept in Southern Neighbouring Area: Responding to the changing needs of dynamic economies, TEMPUS. Presentation made by Audrey Frith, to give the European perspective on lifelong learning at the kick off meeting, 10 March 2014. More on: http://www.project-logic.eu/
Vocational education is founded on several key principles:
1) It aims to meet national economic needs by providing skills training for individuals and families as well as national defense.
2) Public schools are responsible for vocational preparation of youth and adults through programs attuned to labor market needs.
3) Vocational education requires a basic education foundation and cooperation between education, business, and industry to define program goals.
Vocational education is founded on several key principles:
1) It aims to meet national economic needs by providing skills training for individuals and families as well as national defense.
2) Public schools are responsible for vocational preparation of youth and adults through programs attuned to labor market needs.
3) Vocational education requires a basic education foundation and cooperation between education and industry to define needed skills.
WORK EXPERIENCE DESIGNS IN AGRICULTURAL EDUCATION: CONCEPTS AND PROGRAMMESMichael Ashang
In this paper therefore, the writer delineate explicitly, all related concepts of work experience designs in agriculture under conceptual frame. The concepts captured hitherto were work experience, work experience programmes, work experience in agriculture, Student Industrial Work Experience Scheme (SIWES), and cooperative education. He also explores perspicaciously the various work experience programmes in Nigeria and other developed countries of the world. Efforts were also made to differentiate between cooperative education and SIWES.
Strategies to revitalize TVET in AfricaHerbert Wenk
This document presents a draft strategy to revitalize technical and vocational education and training (TVET) in Africa. It begins with an executive summary that highlights the following key points:
1) The current status of TVET in Africa is characterized by weaknesses like low quality, fragmentation, and inadequate financing, but some countries are undergoing promising reforms.
2) International best practices emphasize competency-based training, national qualifications frameworks, and linkages between training and employment.
3) Priority TVET areas identified include agriculture, health, water resources, ICT, and entrepreneurship.
4) The strategic framework aims to promote skills acquisition for employment through competency-based training, addressing issues like poor
ICT Based Non Formal Educational Modules: Nature, Usage and ImpactShipra Sharma
The document discusses ICT-based non-formal educational modules, including their nature, usage, and impact. It describes how ICTs have expanded the scale and scope of non-formal education by enhancing outreach. ICT-based modules are used for literacy applications, livelihood training, and supporting formal education. They have advantages over traditional teaching methods like being interactive and accessible outside the classroom. The production of ICT modules is a participatory, multi-step process involving needs assessment, content development, scripting, multimedia development, and quality review.
Education is what empowers us. It gives us the knowledge of the world and allows us to experience life in all its wonderful colors. One cannot truly enjoy living without knowing the wonders surrounding, to just live is not actually living and only enlightenment makes one feel alive.
Management of distance learning programmes for effective achievement of objec...Alexander Decker
This document discusses distance learning programs in Nigeria and how to effectively manage them. It begins by stating that no country can adequately meet increasing educational demands through conventional systems alone, and that distance education can help accelerate human resource development. It then discusses key concepts around distance education, including definitions, its role in Nigeria's National Policy on Education, and characteristics outlined by Keegan. The document emphasizes that distance education can increase access to education and help address gaps between supply and demand for skilled workers in Nigeria's economy. It argues that effective management of distance learning programs, including course development, student support services, and educators' roles, is needed to achieve desired results.
11.management of distance learning programmes for effective achievement of ob...Alexander Decker
This document summarizes a journal article about managing distance learning programs in Nigeria to effectively achieve objectives. It discusses:
1) The concept of distance education and its role in Nigeria's National Policy on Education.
2) Key areas that must be managed in any distance education system including course development, student support services, and educators' roles.
3) Ways to improve distance education administration with a focus on course development and production, student support services, and defining educators' roles.
IGNOU was established in 1985 to democratize higher education and provide access to quality education regardless of age or region. It offers 42 programs including various business administration degrees through a distance learning model. The School of Management Studies at IGNOU follows a multimedia instruction system using written materials, audio-visual aids, and satellite-based counseling. While IGNOU has expanded access to management education, it could improve its programs by offering more specialized courses, expanding administrative services, and utilizing professional institutions to impart education while limiting the role of commercial institutions that provide substandard education.
Pedagogy and Capacity Building: Critical Components of NonFormal Educationiosrjce
While education is widely considered to be an imperative for employability, it is increasingly evident
that the problem of functional literacy and employability particularly in developing countries, need to be
addressed by the creation of a flexible education system. As academic streams have diversified into formal
education, non-formal education, adult education, continuing education, executive education, and vocational
education/ workforce retraining, the pedagogy of adult education in determining the extent of need and offering
specific programmes has intensified. The NFE system with emphasis on vocational training is gaining
significance as an alternative to basic academic education. The most important function of new educational
approaches is to establish linkages between learning outcomes from different contexts, levels and institutions. It
is the level of competence attained by the individual that is recognized, not how or where this competence was
acquired. This further necessitates that non-formal adult education institutes require a system of validation of
prior experience or education. The challenges of this endeavour may be addressed by suitable capacity training
programmes.
This document discusses continuing nursing education. It defines continuing education as learning that occurs after completion of formal schooling. The aims of continuing education include improving professional practice and keeping nurses up to date with new technologies. Continuing education is important for ensuring safe patient care, career advancement, and adapting to changes in healthcare delivery. Nurses can engage in continuing education through activities like seminars, workshops, journals, and online courses. National policies in India support continuing education to enhance nursing knowledge and provide lifelong learning opportunities.
This document discusses targets 4.1 through 4.c of the UN's Education 2030 agenda. It provides commentary on each target, noting what aspects are positive and could be improved. Some key points made include: Target 4.1 appropriately focuses on completing free primary and secondary education but should ensure equitable, quality outcomes. Target 4.2 should emphasize early childhood education from birth. Target 4.5 and others need to consider equity in achieving their aims. Target 4.7 rightly centers education around human rights, citizenship and sustainability. However, targets on financing education and supporting teachers could be stronger.
EDT 802 – Elementary, Secondary and Tertiary.pptxardrenful
Tertiary education refers to any education beyond high school, including certificates, diplomas, and associate's, bachelor's, master's and doctoral degrees. It is important for developing human capital and building knowledge through teaching and research. Key issues in tertiary education include the need for digital transformation to hybrid/blended learning models, improving student well-being and mental health, addressing climate change through campus sustainability, enhancing work-integrated learning for employability, and increasing retention and completion rates as enrollment falls.
This document provides an overview of communicative competence and its importance in education. It discusses how developing communicative competence among learners has become a primary goal of educational institutions. It also outlines several key policies and initiatives in the Philippines that aim to improve access to quality education and ensure all citizens acquire basic education competencies, including communicative skills. The document then discusses challenges that teachers face in developing learners' communicative competence, such as the COVID-19 pandemic, and strategies they employ, such as using self-learning modules.
An In-depth Analysis of the Entrepreneurship Education in the
Philippines: An Initiative Towards the Development of a
Framework for a Professional Teaching Competency Program for
Entrepreneurship Educators
Maria Luisa B. Gatchalian
The annual report summarizes the activities of Sharing Awareness, a non-profit organization, for the 2010 fiscal year. The organization provides online teacher training programs in developing countries to promote education. In 2010, Sharing Awareness focused on developing infrastructure and fundraising methods while not conducting any overseas projects. The organization aims to support teacher training for at least 25 teachers in one country in 2011 and form new partnerships to increase fundraising and knowledge sharing. The financial statements show a yearly profit of 47,370 SEK for 2010.
The document summarizes the higher education system in Mauritius. It notes that the system includes both public and private providers, with 10 public institutions and 56 private ones. The public institutions include the University of Mauritius, University of Technology Mauritius, and Mauritius Institute of Education. Programs are offered from certificate to PhD levels across various disciplines. The Tertiary Education Commission regulates the sector by registering institutions and accrediting programs to ensure quality.
Used by euxtra.com as information to its user. PDF file created by and on the behalf of the European Commission.
Source: http://ec.europa.eu/dgs/education_culture/publ/pdf/grundtvig/success-stories_en.pdf
Using the MBTI Type Tool in Corporate StroytellingSimon Penny
Just wanted to share with you my vision of how we could work together.....a vision built on real life experiences and solid Type and Temperament Frameworks. Go to interstrength.com for further information about Linda Berens and her interstrength method - highly recommended by me.
This document summarizes a LinkedIn user's professional network statistics. It shows that the user is connected to 2,598 connections, who can introduce them to over 1 million second-degree connections and over 16 million third-degree connections, totaling over 17 million people that can be reached through the user's network. It also provides breakdowns of connections by location, industry, and fastest growing areas of the user's network.
This paper explores different definitions and uses of the term "competence" in human resource development contexts. It finds that competence is a "fuzzy concept" with inconsistent usage. The paper analyzes approaches to competence in the US, UK, France, Germany and Austria. It argues that a holistic framework incorporating knowledge, skills, competences and competencies is needed to integrate education/training with labor market needs and promote workforce mobility.
Your network on LinkedIn currently consists of 2,442 direct connections, over 1 million connections two degrees away (friends of friends), and over 15 million connections three degrees away (friends of friends of friends), totaling over 16.5 million connections. The total number of LinkedIn users that can be contacted directly is over 100 million. The document then provides additional details on the geographic and industry breakdown of the user's network.
The document outlines an employee engagement strategy for a company using the concept of running the business like a theater. It discusses how building emotional commitment from employees through effective communication of the company strategy and employee roles can boost engagement levels. The strategy proposes using theater terminology and concepts to help employees understand the connection between their work and the company's goals in order to drive discretionary effort.
Ford sells its Hertz rental car subsidiary to a group of private equity investors including Clayton Dubilier & Rice, Carlyle Group, and Merrill Lynch Global Private Equity for $15 billion. Ford will receive $5.6 billion in cash from the sale, allowing it to strengthen its balance sheet as its automotive profits decline. The new owners plan to keep Hertz's management team in place for the foreseeable future as they take over the largest car rental company in the US from public to private ownership.
This document provides a six-step guide for organizations to establish and maintain an effective organizational value system. The steps include incorporating value setting into strategic planning, translating values into employee behaviors, training employees on values through "values facilitators," integrating values into organizational processes, reinforcing values across the workforce led by facilitators, and auditing behavioral alignment with values over time. The goal is to create a value system that defines an organization's culture and inspires employee commitment and engagement.
This document provides statistics about a LinkedIn user's professional network, including the total number of connections, industries and locations represented, and people that can be reached through connections. The user's network includes over 2,300 direct connections and the ability to reach over 16 million professionals through up to three degrees of connections. The full LinkedIn network exceeds 100 million users that can be contacted directly. The network statistics also show the top locations, industries, and fastest growing areas represented in the user's connections.
Taking The Best Of The Past To Build The Future 2008
Vocational Training in France
1. Vocational
training
in France
An Answer to your questions
Centre INFFO (non-profit society under the aegis of the
Ministry of Economy, Finance and Employment)
is the french national centre for the development of
information on continuing vocational training. Its role is to
provide information, documentation and studies in this
field. Its targets are continuing training professionals who
n France, people have access to learning throughout
I
train, inform, advise and guide the end users.
Centre INFFO has a privileged relationship with the State, their lives as part of the on-going education system. In
with employers and trade union organisations and with 2003, one worker out of three took advantage of a trai-
main training professionals.
ning offer.
On-going education enables individuals to follow a course
either in the form of initial schooling, or a university
curriculum for school pupils and students, or as vocational
Centre INFFO groups together specialists in law, documentation, training for any person already in the work force, whatever
data bases, training market and innovative practices, journalism
and professionals of the publishing.
their age. The efforts made in the area of lifelong vocational
training and apprenticeships represented 1.46% of the
It: French gross domestic product in 20041.
• co-ordinates information and documentation on continuing
vocational education and training, The vocational training sector in France consists of two
• edits and publishes periodicals, information documents, areas, each of which is relatively independent of the other:
technical files and other information tools, • initial vocational training, which concerns young people in
• contributes to Government information services, awareness full-time education and apprenticeships;
operations and campaigns, • lifelong vocational training which concerns young people
• provides information on the initiatives and operations of who have left or completed their initial education and adults
international, national and regional institutions,
already in the workplace.
• organises study and information days, France is undergoing an extension of schooling at all ages.
• realises inquiries and studies for bodies or for companies. The vocational training sector is also being given greater
credence and the work-based learning system is becoming
increasingly common, either as part of the school curriculum
or within the framework of a contract of employment.
Over the last few years, the co-operation between school and
business has increased noticeably and closer bridges have
been established. The training/learning sector is enjoying
major development, which is also part of EU policy.
Besides, the State attributed to Regions, a whole competence
of initial and continuing vocational training.
1 Source : Budget Plan 2007.
Centre pour le développement This brochure summarises the specific
de l’information sur la formation characteristics of initial and lifelong vocational
permanente training, the means of accessing additional
4, avenue du Stade-de-France, information and the main networks of
93218 Saint-Denis-La Plaine cedex education, technical teaching and vocational
¥ 33 1 55 93 91 91 www.centre-inffo.fr training operators in France.
2. Initial training to provide a place
in the work force
Since 2003, all the professionnal diplomas (level II et IV) are orga-
I n France, education is organised on a national basis. It is free
and, in the main, non religious. Private education accounts for
one pupil in five. In 2005-2006, 87% of young people between the
nized in units, you could obtain in a separate way.
Agriculture education
ages of 2 and 22 were attending an educational establishment1.
These courses are overseen by the Ministry of Agriculture. They
Initial learning provide varying levels of vocational education ranging from Level
Education is compulsary between the ages of 6 and 16. It provides V to Level I.
young people with teaching in general and professional subjects. Professionalism for higher education
The educational system, which is headed by the Ministry of
In 2005-2006, 37.5% of students registered in courses with a
Education, consists of 3 levels divided into “cycles” (cf. table). In
technical/ vocational bias3. Higher education offers general cour-
2004, the cost of education within France amounted to 116.3
ses and vocational training courses from technician level (2 years
billion euros, or 7.1% of the gross domestic product2.
after school) to engineer (5 years after school). Such courses are
Three educational choices open to school leavers holding a school leaving certificate and to
Threeeducational choices are available to pupils i.e. general holders of the DAEU (university entrance diploma).
education, vocational courses and technological curricula. The last All the curricula now include diploma accreditation procedures
two result in diplomas ranging from the CAP (Certificate of enabling adults to enter the university system and students to
Professional Aptitude, Level V) to an engineering degree (Level I) be granted examination exemptions. The “grandes écoles”, France’s
and include the BTS (higher-grade technician’s diploma, 2 years’ leading engineering colleges which have a reputation for excellen-
study after leaving school). They can be obtained by following a ce, are controlled by various ministries e.g. Education, Defence,
school curriculum, taking an apprenticeship, studying on an work- Industry, Transport, Agriculture and Fisheries.
based learning system or obtaining an recognition of skills.
Diplomas are designed and redefined by the relevant public
authorities in co-operation with trade unions and employers' asso-
1. Source: Ministry of Education. Répères et Références Statistiques 2006.
ciations through Consultative Professional Commissions (know as 2. id.
"CPC" for "Commissions Professionnelles Consultatives"). 3. id.
The education Certifications via
Main general curricula
system in France apprenticeship
C.A.P. (Certificat Doctorate
Higher education
d’aptitude
aged 18 and over
professionnel) :
Professional M2
Engineering Master
skills certificate M1
colleges/ Engineering diploma
Apprentices’ Training Centre
B.E.P. (Brevet Universities L3
d’enseignement
professionnel) : L2 Licence BTS-DUT
Professional studies BTS-DUT
Certificate L1
B.T.S (Brevet High school High school High school High school
de technicien diploma technological vocational diploma vocational diploma
aged 15 to 18
supérieur) : Higher diploma
11th Year 11th Year
Professional certificate
Technician's Senior high technological course adaptation course
certificate CAP - BEP
school
undergraduate
CAP-BEP
D.U.T. (Diplôme
universitaire Lower grade
technique) : Technical General course Technological course Vocational course vocational certificate
university degree
Lower grade school certificate
aged 11 to 15
9th Year
Junior
8th Year
high school
7th Year
6th Year General course
aged 3 to 11
and primary
pre-primary
Kindergarten
graduate
Elementary school
and primary Technological course
schools Pre-elementary school
Vocational course
3. ... and lifelong vocational learning
T This concerns people already in the work force (staff in
both the private and the public sectors, non-salaried wor-
kers) and about to enter the work force (job-seekers).
Accreditation of life experience
n University entrance: the accreditation of life experience
Lifelong vocational training aims to: (system known as "validation des acquis de l’expérience" or
• make it easier to adapt to changes in working techniques and "VAE" in France) allows applicants who do not have the necessary diplo-
conditions; ma or qualifications but who have a foreign diploma, professional expe-
• maintain or improve their vocational qualification; rience or informally acquired knowledge to gain entry to university
• assist in their social or professional promotion. courses.
Learning possibilities depend on the status of the beneficiary. n Obtaining certification: Anyone who can provide proof of having exer-
cised a professional or voluntary activity relevant to the final aim of the
Central and regional governments are responsible for the imple- desired diploma or qualification can have the knowledge and compe-
mentation of lifelong vocational training. Social partners play a tencies acquired in the course of that activity accredited in order to
vital role particularly in the choice of learning policies for staff obtain all or part of the desired certification, i.e. to be exempted from all
in the private sector and the management of funding provided or some of the relevant examinations.
by companies.
Vocational training providers may be private, public or part of the
Chambers of Commerce & Industry, Trades or Agriculture (cf. p4). • Training Plan
More than 12.8001 have this as their main sector of activity . This includes all the training activities for which the employer is respon-
sible. The scheme is submitted to the works committee for discussion. The
In 2004, France spent 24 billion euros on lifelong vocational trai- employer have two possibilities to provide training courses to his
ning2. This funding comes mainly from central government employees. In one hand the member of staff undergoing training is consi-
(39.6%), companies (39.6%) and regional governments (11.25%). dered to be undertaking professional work and is paid by the company. In
The remaining 9.55% result from the other public actors and the other hand, the employee attends training courses outside working
from households. hours at the employer's request or with an only subsidy.
An obligation for companies to • Individual training Leave
This enables any salaried member of staff to follow his/her own
participate in the funding of
choice of training programme during working hours. Such a program-
vocational training for their own staff me is different to any included in the training plan. On average, such
This obligation is incumbent upon employers, in both the private training leave lasts for one year. During this period, the employee is
and public sectors. Since 2005, it is equal to 1.6% of the wages paid (between 80% and 100% of his basic salary). He is also entitled
bill for private companies with 20 employees or more, to 1.05% to request that his job be kept open for him in the company. Staff
for privates companies with 10 to 19 employees and to 0.55% of covered by a fixed-duration contract of employment can also take
the wages bill for private companies employing fewer than 10 individual training leave.
employees3. • Individual training Right benefit
With the exception of the training plan for companies employing Under the Individual Training Right benefit (DIF), every employee acqui-
a minimum of 10 employees, these contributions are managed res a training-time credit of 20 hours a year within the limits of 6 years,
jointly and in equal proportions (employers/workers) by collecting which allows all employees to pursue a vocational training. Normally, the
bodies operating at national or regional level per professional employee attends training courses outside working hours except when a
sector, or operating at an inter-professional level. sector's agreement of the social partners foresees the possibility of being
considered to be undertaking on the professional work.
Employee training • Personal and vocational skills analysis
Employees have access to training courses either at the This enables staff members to analyse their personal and professional
request of their employers within the framework of a training skills in order to define a vocational project or establish a plan for voca-
scheme or at their own request within the leave of absence tional training. It can be carried out as part of the training plan or during
system, the longest period of absence being the individual leave of absence.
training leave. Except the individual training Right, similar arrangements exist for public
sector workers.
Financial contribution of employers
(in % of the firm’s gross annual wage bill) Training for self -employed workers
Self-employed or non-salaried workers (farmers, craftsmen, shopkeepers,
professional people) can also take advantage of training programmes.
0.50 They are required to participate in the funding of their training through
0.15
0.20
0.15 the payment of a contribution to a State-registered collecting body.
0.40 0.90 0.90
companies companies companies with
with less than with 10 to a minimum
10 employees 19 employees of 20 employees
Professionalisation and individual training rights 1. Source: 2007 Budget Plan
Individual training leave
2. Source: Id.
3. Such funding (or participation) consists of various contributions
Training plans (cf. diagram).
4. Pratical Guide
Public services
s Ministère de l’Agriculture et de la Pêche
78, rue de Varenne - 75349 Paris SP
¥ 33 1 49 55 49 55
http://www.agriculture.gouv.fr
s Ministère de l’Économie, des Finances et de l’Emploi
139, rue de Bercy - 75572 Paris cedex 12 Preparing a vocational stay
¥ 33 1 40 04 04 04
http://www.minefi.gouv.fr in France
s Délégation générale à l’emploi et à la formation
professionnelle (DGEFP) Training courses: the main networks in France
7, square Max-Hymans - 75741 Paris cedex 15
¥ 33 1 43 19 38 38 • The Association des chambres françaises de commerce et d’industrie
http://www.travail.gouv.fr (ACFCI) provides information about all the colleges and schools
managed by the networks of Chambers of Commerce and Industry.
s Ministère de l’Éducation nationale http://www.acfci.cci.fr
Direction de l’Enseignement scolaire • The Association nationale pour la formation professionnelle des adul-
110, rue de Grenelle - 75007 Paris tes (Afpa) organises vocational diploma courses (400 diplomas).
¥ 33 1 49 55 10 10 http://www.afpa.fr
http://www.education.gouv.fr
• The Assemblée permanente des chambres des métiers (Apcm)
provides information on courses in trades and crafts subjects.
s Ministère de l’Enseignement supérieur et de la Recherche
http://www.apcm.com
1, rue Descartes - 75231 Paris cedex 05
¥ 33 1 55 55 90 90 • The Conférence des grandes écoles supplies a list of leading colleges by
http://www.recherche.gouv.fr specialist subject. It also indicates entrance requirements for foreign students.
http://www.cge.asso.fr
• The Conservatoire national des arts et métiers (Cnam), a public
higher education establishment, offers more than 500 courses in the
Reception and consultancy industrial and tertiary sectors, each leading to a diploma or certificate.
http://www.cnam.fr
• Public service, portal site for French authorities. • Educagri, the website dedicated to public sector agricultural
http://www.service-public.fr teaching in France, provides information about schools and colleges,
• National portal on guidance and initial and continuing training diplomas and sectors within the agricultural teaching system. It also
http://www.orientation-formation.fr indicates intake sizes for halls of residence and details international
co-operation programmes.
• EduFrance provides foreign students with a specific http://www.educagri.fr
curriculum, in French, to prepare them for higher education.
It also provides a wide range of vocational training courses • The Groupement d’établissements de l’Éducation nationale (Greta)
for foreign students. prepares students for the 700 technological and vocational diplomas
http://www.edufrance.fr offered by the Ministry of Education.
http://www.eduscol.education.fr
Design and layout: Centre INFFO 01 55 93 91 29
• Egide, a State-commissioned association, provides assistance
for foreign students, researchers, trainees and VIPs making • The network of lifelong learning departments within French universi-
arrangements for travel, accommodation, sickness insurance and ties details the courses on offer in each region, by vocational sector.
training before and during their stay. http://www.dep.u-picardie.fr/fcu
http://www.egide.asso.fr • The Fédération de la formation professionnelle (FFP) groups together
• The Ministry of Foreign Affairs’ site provides a large number of 300 private training providers
recommendations for people wishing to come and study in http://www.ffp.org
France. It provides information on the formalities that must be
completed prior to a stay in France.
http://www.diplomatie.gouv.fr
• PLOTEUS is a Portal on Learning Opportunities throughout the
European Space. It aims to help everyone to find out information Information on training and employment:
about studying in Europe. the main public agencies
http://europa.eu.int/ploteus
Agence nationale pour l’emploi (ANPE) : http://www.anpe.fr
Centre d’information et de documentation pour la jeunesse (CIDJ) : http://www.cidj.fr
Centres régionaux d’animation et de ressources d’information sur la formation (CARIF) : http://www.intercarif.org
Centre européen pour le développement de la formation professionnelle (CEDEFOP) : http://www.cedefop.eu.int
February 2008
Centre de développement de l’information sur la formation professionnelle (Centre INFFO) : http://www.centre-inffo.fr
Office national d’information sur les enseignements et les professions (ONISEP) : http://www.onisep.fr
Centre pour le développement de l’information sur la formation permanente - 4 avenue du Stade-de-France, 93218 Saint-Denis-La Plaine cedex