Coordination Régionale PACA

Coordination Régionale PACA http://blog.univ-provence.fr/blog/coordination-rgionale-paca petit texte ici Coordination Régionale PACA pcassuto 2013-06-18T18:48:33Z Second-chance students: mature and motivated http://blog.univ-provence.fr/blog/coordination-rgionale-paca/adultes/2013/05/25/second-chance-students-mature-and-motivated <div> <div> <div> <a href="http://www.guardian.co.uk/" target="_blank"><img src="http://static.guim.co.uk/static/d700dbf8c1c58ee4662f6874d69baad6a401fa52/common/images/logos/the-guardian/news.gif" alt="http://static.guim.co.uk/static/d700dbf8c1c58ee4662f6874d69baad6a401fa52/common/images/logos/the-guardian/news.gif" align="left" /></a>By <a class="contributor" href="http://www.guardian.co.uk/profile/adrienne-cernigoi" target="_blank" rel="author">Adrienne Cernigoi</a>. If you're fed up with your job, don't be afraid to return to university – you're a much better student second time round. Your friend is chattering enthusiastically: some days she loathes her job, but most days are like today – challenging but rewarding. You try to be just equally upbeat, and mumble something about how at last you've worked out how to make the arms of your office chair fit under the desk. Did you settle for the first job that took you after graduating? Or perhaps your dream job has turned into a real nightmare? With <a href="http://blogs.hbr.org/cs/2012/07/why_i_like_people_with_unconve.html" target="_blank">linear careers becoming outdated</a>, professional reinvention is on the rise. So should you stop whingeing and return to study? If a few years have gone by since you made your first-degree choices at 18, your aspirations and outlook are <a href="http://www.elle.com/life-love/society-career/creative-ambition-versus-financially-stable-job" target="_blank">likely to have changed</a>. The reality of working made me examine what aspects I actually enjoyed about my job in international aid – and what I needed to do to get the career I wanted. <a href="http://www.guardian.co.uk/education/mortarboard/2013/may/23/mature-students-students" target="_blank">Read more...</a> </div> </div> </div> Adultes 2013-05-25T20:46:50Z pcassuto L'adulte en formation face à son exigence de responsabilité http://blog.univ-provence.fr/blog/coordination-rgionale-paca/adultes/2013/05/08/l-adulte-en-formation-face-son-exigence-de-responsabilit <a href="http://www.cafoc.ac-nantes.fr/" target="_blank"><img src="http://t0.gstatic.com/images?q=tbn:ANd9GcQPQoW9PXdELzKaYLouX6ofDIReKQRENlqlDLSLaZ92NZojZxvEjsiLYA" alt="http://t0.gstatic.com/images?q=tbn:ANd9GcQPQoW9PXdELzKaYLouX6ofDIReKQRENlqlDLSLaZ92NZojZxvEjsiLYA" align="left" /></a>Résumé La formation pour adultes n'échappe pas à cette tendance sociétale qui a émergé de nos institutions postmodernes de façon plus ou moins manifeste au cours des dernières décennies: une exigence croissante de responsabilité. Quelles significations donner à une telle tendance et comment la prendre en compte seront les deux questions auxquelles la prochaine Rencontre du CAFOC cherchera à répondre en pointant deux phénomènes concomitants: d'une part le nouvel âge de la vie adulte qui semble s'en venir à nous sera un âge de vulnérabilités plus ou moins affirmées, oscillant pour exister entre deux formes d'autonomie, une autonomie revendiquée et une autonomie imposée; d'autre part la nouvelle forme de responsabilité associée à cet âge est destinée dans le meilleur des cas à montrer son hésitation entre deux modes de responsabilité, une responsabilité imputée et une responsabilité assumée, deux façons complémentaires d'être responsable. Intervenants Jean-Pierre BOUTINET, Professeur émérite à l'U.C.O. - I.P.S.A, Professeur associé à l'Université de Sherbrooke (Canada), Chercheur associé à l'Université Paris X. Dates: 30/05/2013 (de 14h00 à 17h00). Lieu: Adélis - Port Beaulieu - 9 Bd Vincent Gâche - 44200 NANTES. Pour vous inscrire Vous souhaitez participer à l'un de nos Ateliers ou à l'une de nos prochaines Rencontres du Cafoc: <a href="http://www.cafoc.ac-nantes.fr/formulaire_rencontre_atelier.asp" target="_blank">Inscrivez-vous maintenant</a> en remplissant notre formulaire en ligne. Vous pouvez également appeler le Cafoc au 02 40 35 94 10. <a href="http://www.cafoc.ac-nantes.fr/" target="_blank"><img src="http://t0.gstatic.com/images?q=tbn:ANd9GcQPQoW9PXdELzKaYLouX6ofDIReKQRENlqlDLSLaZ92NZojZxvEjsiLYA" alt="http://t0.gstatic.com/images?q=tbn:ANd9GcQPQoW9PXdELzKaYLouX6ofDIReKQRENlqlDLSLaZ92NZojZxvEjsiLYA" align="left" /></a>Le CAFOC (Centre académique de formation continue) de Nantes. Composante du GIP (Groupement d'Interêt Public) FCIP (Formation Continue et Insertion Professionnelle) EXPERIENCE, le CAFOC est un pôle régional d'expertise et de compétences de l'Education nationale. <div> <a href="http://translate.googleusercontent.com/translate_c?client=tmpg&depth=1&hl=en&langpair=fr%7Cen&rurl=translate.google.com&u=http://www.cafoc.ac-nantes.fr/&usg=ALkJrhgMUVyh7tIHXt4wXPJvXH1zc8sf1Q" target="_blank"><img src="http://t0.gstatic.com/images?q=tbn:ANd9GcQPQoW9PXdELzKaYLouX6ofDIReKQRENlqlDLSLaZ92NZojZxvEjsiLYA" alt="http://t0.gstatic.com/images?q=tbn:ANd9GcQPQoW9PXdELzKaYLouX6ofDIReKQRENlqlDLSLaZ92NZojZxvEjsiLYA" align="left" /></a> Summary: Adult education is no exception to this social trend that has emerged from our postmodern institutions more or less evident in recent decades a growing demand for accountability. <a href="http://translate.google.com/translate?client=tmpg&hl=en&u=http%3A%2F%2Fblog.univ-provence.fr%2Fblog%2Fcoordination-rgionale-paca%2Fadultes%2F2013%2F05%2F08%2Fl-adulte-en-formation-face-son-exigence-de-responsabilit&langpair=fr|en" target="_blank">More</a>... </div> Adultes 2013-05-08T11:29:38Z pcassuto ICAE's toolkit supports development oriented adult educators http://blog.univ-provence.fr/blog/coordination-rgionale-paca/adultes/2013/05/01/icae-s-toolkit-supports-development-oriented-adult-educators <a href="http://www.eaea.org/" target="_blank"><img src="http://www.eaea.org/kuvat/EAEA-logo-2010.gif" alt="http://www.eaea.org/kuvat/EAEA-logo-2010.gif" width="117" height="32" align="left" /></a>United Nations Millennium Development Goals (MDGs) are due 2015 and International Council on Adult Education (ICAE) is putting special emphasis on the post-2015 process. The Council has produced an advocacy toolkit called The right to education and lifelong learning: Supporting materials for advocacy in the post-2015 process. 2013-2015 are important three years for adult education at a global level. Civil society organisations will mobilise toward reshaping the post‐2015 development agenda by engaging in the processes to set the post <a href="http://www.uncsd2012.org/" target="_blank" rel="ai">Rio+20 Sustainable Development Goals</a> (SDGs), <a href="http://www.un.org/millenniumgoals/" target="_blank" rel="ai">MDGs</a>, <a href="http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/" target="_blank" rel="ai">Education for All goals (EFA)</a> and <a href="http://www.unesco.org/en/confinteavi/" target="_blank" rel="ai">International Conference on Adult Education (CONFINTEA)</a>. Based on this scenario and the proposals and recommendations of the ICAE Strategic Seminar held in Marrakesh in October 2012, ICAE is putting special emphasis on the 2015 process. <a href="http://www.eaea.org/news.php?aid=118752&k=-3" target="_blank">Read more...</a> Adultes 2013-05-01T21:38:06Z pcassuto Ideal of justice motivates a British adult educator http://blog.univ-provence.fr/blog/coordination-rgionale-paca/adultes/2013/04/20/ideal-of-justice-motivates-a-british-adult-educator <a href="http://www.eaea.org/" target="_blank"><img src="http://www.eaea.org/kuvat/EAEA-logo-2010.gif" alt="http://www.eaea.org/kuvat/EAEA-logo-2010.gif" width="124" height="34" align="left" /></a>By Aura Vuorenrinne. GENERATION NEXT. Adult education professional Alistair (Al) Lockhart-Smith promotes the need for balance in adult education policy. Alistair Lockhart-Smith, 33, works for the <a href="http://www.niace.org.uk/" target="_blank" rel="ai">National Institute of Adult Continuing Education (NIACE)</a> as a Project Officer. His duties include managing and coordinating national and international projects to support the development of adult education policy. "In my work I get inspired by people I work with: they are genuinely passionate about adult education, and seeing the impact of adult education among practitioners, teachers and learners stimulates and inspires me. The most annoying feature about my work is the amount of paper work involved. However this can be vital in ensuring that we know what works best to improve opportunities for adults to learn in ways that work best for them. The mission of non-formal adult education is the concept of lifelong learning; laying the foundation for an inclusive learning society is important, especially for disadvantaged communities and hard to reach groups. <a href="http://www.eaea.org/news.php?aid=118743&k=-3&%20d=2013-04" target="_blank">Read more...</a> Adultes 2013-04-20T23:49:54Z pcassuto Creating an Environment That Helps Adult Students Succeed http://blog.univ-provence.fr/blog/coordination-rgionale-paca/adultes/2013/04/20/creating-an-environment-that-helps-adult-students-succeed <div> <div> <div> <div> <a href="http://chronicle.com/blogs/headcount/" target="_blank"><img class="decoded" src="http://chronicle.com/img/photos/biz/icons/headcount-newnameplate.gif" alt="http://chronicle.com/img/photos/biz/icons/headcount-newnameplate.gif" width="145" height="27" align="left" /></a>By <a class="url fn n" href="http://chronicle.com/blogs/headcount/author/bsupiano" target="_blank" title="View all posts by Beckie Supiano">Beckie Supiano</a>. Adult students are an unrecognized minority group at traditional colleges. Not only are there fewer students who fall into that category, but the institutions have been set up to serve a different type of student. That’s the case two administrators at Mount Mercy University made here on Wednesday at a session of the American Association of Collegiate Registrars and Admissions Officers’ annual meeting. The two officials—Colette Atkins, assistant dean of adult accelerated programs, and Jason Clapp, the registrar—described how they had worked together to meet the needs of older students who have job and family responsibilities on top of academic ones. In the coming years, the adult-student population is projected to grow more quickly than the traditional-age one nationwide, Mr. Clapp said. “We need to be paying attention to that market.” Mount Mercy started an accelerated program for working adults in 1997, and it has “just boomed in our community,” Mr. Clapp said. Today close to a quarter of the Iowa university’s enrollment is in that program. The university has teamed up with a nearby community college that offers a similarly structured program to start students on the path to a bachelor’s degree. A number of local employers offer partial tuition reimbursement. More recently the university has started graduate programs for adult students on a similar model. Nontraditional students face additional barriers to college access, and the speakers offered some ideas on how colleges can help mitigate them. Some barriers are situational, they said. For example, older students often have family obligations. They may have to travel for work or be on a shift schedule. Limits of money and time are also concerns. <a href="http://chronicle.com/blogs/headcount/creating-an-environment-that-helps-adult-students-succeed/34679" target="_blank">Read more...</a> </div> </div> </div> </div> Adultes 2013-04-20T21:30:33Z pcassuto Adult education: do your research http://blog.univ-provence.fr/blog/coordination-rgionale-paca/adultes/2013/04/20/adult-education-do-your-research <div> <div> <a href="http://www.telegraph.co.uk/" target="_blank" title="The Telegraph co.uk"><img src="http://bathknightblog.com/wp-content/uploads/2011/07/telegraph-logo.jpg" alt="http://bathknightblog.com/wp-content/uploads/2011/07/telegraph-logo.jpg" width="145" height="25" align="left" /></a>By Nick Morrison. As we all have to work for longer, the importance of developing new skills becomes even greater. But it pays to have a clear objective. It is a long time since higher education could be regarded as largely the preserve of 18- year-olds fresh out of school. A growing awareness of the value of lifelong learning, alongside efforts by universities to widen access, has encouraged adults to return to education in increasing numbers. Now, almost one in three undergraduates at UK universities is a mature student. But while it may be the path to self-fulfillment, the question of whether adult education is worth the investment of time and money comes into sharper focus in an era of rising fees and a troubled economy. It is all very well to be stimulating the brain, but when do the benefits outweigh the costs? As the retirement age continues on its relentless upward journey, we are being encouraged to acquire new skills over the course of a longer working life. Earlier this year, David Willetts, the Minister for Universities, urged older workers to consider returning to education to improve their job prospects. There are signs that the increase in undergraduate tuition fees, now up to £9,000 a year, is putting people off. Last month, the Higher Education Funding Council for England reported that the past two years had seen a 40 per cent fall in the number of part-time students, most of whom are over 25. Among full-time students, seven per cent fewer aged 20 and above accepted an undergraduate place last year than in 2011, four times the decline among those aged 18 and under. <a href="http://www.telegraph.co.uk/education/educationadvice/10006407/Adult-education-do-your-research.html" target="_blank">Read more...</a> </div> </div> Adultes 2013-04-20T13:49:30Z pcassuto An eternal optimist defends the low-qualified http://blog.univ-provence.fr/blog/coordination-rgionale-paca/adultes/2013/03/31/an-eternal-optimist-defends-the-low-qualified <a href="http://www.eaea.org/" target="_blank"><img src="http://www.eaea.org/kuvat/EAEA-logo-2010.gif" border="0" alt="European Association for Education of Adults" width="146" height="40" align="left" /></a>GENERATION NEXT. Portuguese adult educator Inês Cerca fights against social injustice in a country under a severe economic crisis. Until the end of March, Inês Cerca, 31, works as a trainer in a state-run learning centre. Her duties also include strengthening the validation system of adult education. The unsecure future does not defeat this young adult educator with a positive attitude. "In my work I get inspired of following the learning processes. It is rewarding to see that learners´ gain self-esteem as they become qualified. I also get inspired of the learners. From aged learners I hear about old Portuguese traditions and history. The most annoying feature of my work is the bureaucracy of non-formal adult education in my country. The amount of documents we have to sign per learner is tremendous, because we have to follow our national framework. The mission of non-formal adult education is to develop learners. It gives tools to understand the world and criticize it. The second mission is to fight against poverty by giving people with low skills keys to save themselves from poverty trap. <a href="http://www.eaea.org/news.php?aid=118731&k=-3&%20d=2013-03" target="_blank">Read more...</a> Adultes 2013-03-31T01:01:27Z pcassuto Higher education and adult learning http://blog.univ-provence.fr/blog/coordination-rgionale-paca/adultes/2013/03/17/higher-education-and-adult-learning <a href="http://www.oecd.org/"><img src="http://www.oecd.org/media/oecdorg/styleassets/images/header/logooecd_en.png" alt="Organisation for Economic Co-operation and Development" width="139" height="51" align="left" /></a>4-5 July 2013 The international conference “Skilling the Future – VET and Workplace Learning for Economic Success” co-organised by OECD and the German Federal Ministry of Education and Research (BMBF) will take place in Leipzig, Germany, during the WorldSkills Leipzig 2013 event. The Skills beyond School review of Switzerland was published on 7 January 2013 and is available on the <a href="http://www.oecd.org/edu/skills-beyond-school/skills-beyond-school/countrystudies.htm" target="_blank">country studies</a> page. The first two country reviews in the Skills beyond School thematic review of postsecondary vocational education and training were published on 4 September 2012.  Please see the <a href="http://www.oecd.org/edu/skills-beyond-school/skills-beyond-school/countrystudies.htm" target="_blank">country studies</a> rubric to download the review of Denmark and the review of Korea. The commentaries on Spain and Israel have also been published and are free to download on the <a href="http://www.oecd.org/edu/skills-beyond-school/skills-beyond-school/countrystudies.htm" target="_blank">country studies</a> page. <a href="http://www.oecd.org/edu/skills-beyond-school/newsandevents.htm" target="_blank">Read more...</a> Adultes 2013-03-17T23:35:59Z pcassuto Why part-time higher education matters http://blog.univ-provence.fr/blog/coordination-rgionale-paca/adultes/2013/03/03/why-part-time-higher-education-matters <a href="http://www.niace.org.uk/news/why-part-time-higher-education-matters?src=fp2nd" target="_blank"><img class="decoded" src="http://www.niace.org.uk/sites/default/files/imagecache/news/images/book-covers/adults-learning/headultslearning-cover-news-image.jpg" alt="http://www.niace.org.uk/sites/default/files/imagecache/news/images/book-covers/adults-learning/headultslearning-cover-news-image.jpg" align="left" /></a>A special issue of Adults Learning, exploring the crisis in demand for mature and part-time higher education, has been published by NIACE. Despite the extension of eligibility to tuition fee loans to part-time students in 2012, part-time enrolments have gone into free fall, with full-time, mature student numbers also in steep decline. This <a href="http://shop.niace.org.uk/al-extra-part-time-higher-education.html" target="_blank">Adults Learning Extra</a> gives some of the leading commentators and key stakeholders in the sector, an opportunity to publicly debate an issue of growing concern, to set out the major challenges the sector faces and to consider how to move forwards towards a solution. The journal poses a critical challenge to government and institutions: to better understand the barriers to mature and part-time access to higher education and to consider how they can better persuade, encourage and incentivise adults to participate. Adultes 2013-03-03T15:10:47Z pcassuto Share your experience in awareness raising for adult education http://blog.univ-provence.fr/blog/coordination-rgionale-paca/adultes/2013/03/02/share-your-experience-in-awareness-raising-for-adult-education <a href="http://www.eaea.org/" target="_blank"><img src="http://www.eaea.org/kuvat/EAEA-logo-2010.gif" border="0" alt="European Association for Education of Adults" width="138" height="38" align="left" /></a>EAEA has started a new project called ARALE for "Awareness Raising for Adult Learning and Education." ARALE aims to add the visibility of adult education in Europe. <div> <a href="http://www.eaea.org/index.php?k=4821&projekti_id=3406" target="_blank" rel="ai">ARALE's</a> aim is to collect awareness raising and advocacy activities for adult education in Europe directed at the general public, at specific target groups and at policy-makers. </div> <div> The objective is to get better information and knowledge about those activities and better know-how on how to organise, structure and execute awareness raising activities from a civil society perspective. A toolkit with information on how to organise successful awareness raising activities for adult education will be launched later in 2013. Please fill in the <a href="https://www.surveymonkey.com/s/ARALE" target="_blank" rel="ai">survey</a> to help us find the best criteria for success of awareness raising activities! </div> More information: <a href="http://www.eaea.org/index.php?k=4821&projekti_id=3406" target="_blank">Dedicated ARALE website</a>. Adultes 2013-03-02T21:34:55Z pcassuto New EAEA project ARALE http://blog.univ-provence.fr/blog/coordination-rgionale-paca/adultes/2013/02/09/new-eaea-project-arale <img src="http://www.eaea.org/kuvat/EAEA-logo-2010.gif" border="0" alt="European Association for Education of Adults" width="149" height="41" align="left" />By Tania Berman. New EAEA project ARALE tracks the keys to successful adult education campaigns EAEA's new project Awareness Raising for Adult Learning and Education (ARALE) aims to collect best practices of awareness raising and advocacy campaigns for adult education in Europe. The project got its kick-off meeting on the 4th of February 2013 in Copenhagen, Denmark. ARALE is a one-year project funded by the European Commission´s Grundtvig programme. Its objective is to analyse the criteria for success for adult education campaigns targeting policy-makers, general public or specific target groups. These campaigns will serve as a basis to determine key conditions and tools to create successful adult education campaigns. The kick-off meeting took place in the cosy and beautiful office of the <a href="http://www.daea.dk/" target="_blank" rel="ai">Danish Adult Education Association (DAEA)</a>, one of the three partners of the project. Other partners include EAEA and the <a href="http://www.vabaharidus.ee/index.php?page=3" target="_blank">Estonian Non-Formal Adult Education Association (ENAEA)</a>. Adultes 2013-02-09T18:54:26Z pcassuto InfoNet restarts, first newsletter released http://blog.univ-provence.fr/blog/coordination-rgionale-paca/adultes/2013/02/09/infonet-restarts-first-newsletter-released <a href="http://www.eaea.org/news.php?aid=118708&k=-3&%20d=2013-02" target="_blank"><img src="http://www.eaea.org/uploadkuvat/logo_infonet.jpg" border="0" hspace="0" vspace="0" width="160" height="149" align="left" name="kuvapaikka_118708" /></a>Spreading information about adult education from the countries of Europe and EU institutions is the aim and objective of the unique English service <a href="http://www.infonet-ae.eu/" target="_blank" rel="ai">"European InfoNet Adult Education"</a>, which has been developed as part of an EU project and now restarts the service after a one year break. EAEA is partner of InfoNet. The first Infonet Newsletter has been released last week. It is the new format of the former InfoLetter which was published by InfoNet Adult Education. After a break of one year InfoNet Adult Education in late 2012 resumed activity, when it was approved by the European Commission for a new three year period as a multilateral Grundtvig Project. The first Infonet Newsletter focuses on the effects of the economic crisis around Europe. Also European adult education policies are covered, and the reader gets latest news on Erasmus for All. In the next period InfoNet intend to seriously upgrade its coverage of science and research in adult education. In the first issue Dr. Maurice de Greef explains the results of a Dutch research project on the effects of digital learning on different target groups, including participants with learning disabilities. As a new feature of InfoNet we will occasionally publish articles on adult education policies and practices outside Europe. Recently Gisela Waschek uploaded an article on training funds in Uganda, and Katarina Popovic interviewed a young Afghan woman who did not lack learning motivation. The InfoNet Newsletter is not available as PDF but to make sure you get the next issue, you can subscribe it on <a href="http://www.infonet-ae.eu/" target="_blank" rel="ai">InfoNet website</a>. Adultes 2013-02-09T18:51:40Z pcassuto Deux millions et demi d'adultes en situation d'illettrisme http://blog.univ-provence.fr/blog/coordination-rgionale-paca/adultes/2012/12/25/deux-millions-et-demi-d-adultes-en-situation-d-illettrisme <a href="http://www.c2r-bourgogne.org/" target="_blank"><img src="http://www.c2r-bourgogne.org/charte/c2r-bourgogne-logo.gif" border="0" alt="C2R Bourgogne : Travail Emploi Formation en Bourgogne" width="59" height="65" align="left" /></a>En 2011, 16% des personnes de 18 à 65 ans résidant en France métropolitaine éprouvent des difficultés dans les domaines fondamentaux de l'écrit, et pour 11% ces difficultés sont graves ou fortes. Parmi celles qui ont été scolarisées en France (*), 7% sont dans ce cas et peuvent donc être considérées en situation d'illettrisme, contre 9% en 2004. Les personnes âgées de 18 à 29 ans ont de meilleurs résultats que les générations plus âgées en lecture et en compréhension orale. (*) Le terme « illettrisme » ne s'applique qu'aux personnes ayant été scolarisées en France. Nicolas Jonas, division Emploi, Insee "Pour les générations les plus récentes, les difficultés des adultes diminuent à l'écrit, mais augmentent en calcul" Insee Première n°1426, décembre 2012 - (4 p. - pdf). Pour consulter le document: <a href="http://www.insee.fr/fr/ffc/ipweb/ip1426/ip1426.pdf" target="_blank">http://www.insee.fr/fr/ffc/ipweb/ip1426/ip1426.pdf</a>. <a href="http://translate.googleusercontent.com/translate_c?client=tmpg&depth=1&hl=en&langpair=fr%7Cen&rurl=translate.google.com&u=http://www.c2r-bourgogne.org/&usg=ALkJrhiAYOuBCPz22Ssw809DTuyzirzWnw" target="_blank"><img src="http://www.c2r-bourgogne.org/charte/c2r-bourgogne-logo.gif" border="0" alt="C2R Burgundy Burgundy Labour Employment Training" width="59" height="65" align="left" /></a>In 2011, 16% of people aged 18 to 65 residing in France have difficulties in basic areas of writing, and 11% of these difficulties are severe or strong. Among those who have been educated in France, 7% in this case and can therefore be considered with literacy, against 9% in 2004. People aged 18 to 29 years have better outcomes than older generations reading and listening comprehension. <a href="http://translate.google.com/translate?client=tmpg&hl=en&u=http%3A%2F%2Fblog.univ-provence.fr%2Fblog%2Fcoordination-rgionale-paca%2Fadultes%2F2012%2F12%2F25%2Fdeux-millions-et-demi-d-adultes-en-situation-d-illettrisme&langpair=fr%7Cen" target="_blank">More</a>... Adultes 2012-12-25T22:48:13Z pcassuto New logo reflects a new era in EAEA´s story http://blog.univ-provence.fr/blog/coordination-rgionale-paca/adultes/2012/12/22/new-logo-reflects-a-new-era-in-eaea-s-story <a href="http://www.eaea.org/" target="_blank"><img src="http://www.eaea.org/uploadkuvat/eaea_logo_newjpg.jpg" border="0" hspace="0" vspace="0" width="160" height="226" align="left" name="kuvapaikka_118695" /></a>By Aura Vuorenrinne. EAEA´s logo will change in 2013. The new logo, designed by the EAEA Communications Officer Aura Vuorenrinne, will be taken into use gradually. The reason for change is above all practical. The previous EAEA logo is technically difficult in use because of the complexity of the graphics. Additionally, on its own the logomark does not indicate which organisation the symbol refers to. EAEA has gone through a fundamental change during 2012: a great portion of the staff has changed. The new visual identity also represents a fresh chapter in EAEA´s history. New logo: simple and effective In the new logo, the acronym "EAEA" has the main role, which makes it easy to use in different settings and in different colours (colourful, black and white, grayscale). The colours are familiar from EAEA´s previous logo and therefore form a bond between the old and new. The form of the new logomark represents community (connection between all the parts of the logomark), vitality (playfulness of the layout) and progressivity (the letters are on the move). The timeless design symbolises the depth and long history of European education. Communication further enhanced in 2013 The new logo was designed during this autumn and it was approved by the EAEA Executive Board in the December meeting. The transition from the old visual identity to the new will be carried out gradually as the old materials run out. The logo and guidelines for its proper use will be available on EAEA´s website from January 2013. Also other EAEA´s communication tools will be renewed during next year. The newsletter and website will be restructured to answer the present needs better. We will keep you posted! Adultes 2012-12-22T17:30:30Z pcassuto Changing Configurations of Adult Education in Transitional Times http://blog.univ-provence.fr/blog/coordination-rgionale-paca/adultes/2012/12/08/changing-configurations-of-adult-education-in-transitional-times <a href="http://www.guninetwork.org/guni.hednews/agenda/7th-esrea-triennial-research-conference-changing-configurations-of-adult-education-in-transitional-times" target="_blank"><img src="http://www.guninetwork.org/logo_guni.gif" alt="GUNi Logo" title="Homepage" width="262" height="28" align="left" /></a>7th ESREA Triennial Research Conference: Changing Configurations of Adult Education in Transitional Times, Berlin, 4-7 october 2013 <div id="parent-fieldname-text"> This event is organized by the <a href="http://www.esrea.org/?l=en" target="_blank">European Society for Research on the Education of Adults (ESREA)</a>, a scientific society to provide a European-wide forum for all researchers engaged in education of adults and adult learning. The conference wants to promote discussions about the developments of adult education on national and European levels: new goals, new actors, new institutions and new forms of teaching and learning. Contributions for this issue can be made in the form of research papers no longer than 500 words. The deadline for <a href="http://ebwb.hu-berlin.de/aktuelles/esrea/call-for-papers" target="_blank">submission of abstracts</a> is 15 January 2013. <a class="url" id="parent-fieldname-eventUrl" href="http://ebwb.hu-berlin.de/aktuelles/esrea" target="_blank">More information about this event</a> </div> Adultes 2012-12-08T11:45:43Z pcassuto Demonstrating the positive impact of adult learning http://blog.univ-provence.fr/blog/coordination-rgionale-paca/adultes/2012/11/02/demonstrating-the-positive-impact-of-adult-learning <a href="http://www.niace.org.uk/news/demonstrating-the-positive-impact-of-adult-learning?src=fp2nd-more" target="_blank"><img class="logo" src="http://www.niace.org.uk/sites/all/themes/niace/images/niace-logo.png" alt="NIACE - Promoting adult learning" align="left" /></a>Throughout October, NIACE has been demonstrating the positive impact of adult learning and advancing the debate around ‘what counts as evidence'. Building on the findings of its <a href="http://shop.niace.org.uk/2012-participation-survey.html">2012 Annual Adult Participation in Learning Survey</a> and <a href="http://shop.niace.org.uk/valuing-impact.html" target="_blank">Valuing the Impact of Adult Learning</a> report by Daniel Fujiwara, NIACE has organised and participated in several events, including: <ul> <li>A policy roundtable on 11 October, which featured a <a href="http://www.niace.org.uk/documents/Valuing_the_impacts_of_adult_learning.pptx" target="_blank">presentation from Daniel Fujiwara</a> on the subjective wellbeing research featured in Valuing the Impact of Adult Learning. Attendees included representatives from government departments, think tanks and local authorities.</li> <li>An input on Social Return on Investment (SROI) and impact in the UK from Penny Lamb at the Fall Institute conference on ‘Social Finance and Innovation for Adult Basic Learning: Opportunities and Challenges' in Canada. Read <a href="http://www.niace.org.uk/blog/?p=709" target="_blank">Penny's blog post</a> on the conference.</li> <li>A <a href="http://www.niace.org.uk/campaigns-events/events/social-return-on-investment-sroi-practitioner-training-for-adult-learning-a-" target="_blank">2-day SROI training session</a> in Manchester, which was well attended.</li> <li><a href="http://www.niace.org.uk/campaigns-events/events/making-an-impact-the-value-of-adult-learning" target="_blank">Two Making Sense seminars</a>, in York and London, helping practitioners and heads of service to think about how they can collect effective evidence of impact.</li> </ul> In addition, NIACE has been working with Community Learning Trust pilots and other local authorities to enhance and demonstrate the impact of their adult learning. It has also been working with a group of Adult and Community Learning Fund projects towards accreditation for their SROI analyses; the final reports are due later this year. We will share the lessons from the projects once final. In order to take the conversation forward, NIACE needs more examples of good practice in terms of evidence-gathering and demonstrating impact. Examples can be shared, by emailing them to <a href="mailto:jenny.sherrard@niace.org.uk" target="_blank">jenny.sherrard@niace.org.uk</a>. Adultes 2012-11-02T11:18:45Z pcassuto Du caractère pluri-ministériel de la formation des adultes http://blog.univ-provence.fr/blog/coordination-rgionale-paca/adultes/2012/05/22/du-caract-re-pluri-minist-riel-de-la-formation-des-adultes <div id="header_logo"> <a href="http://blogtfs.afpa1.host.privilis.com/?p=2345" target="_blank"><img src="http://blogtfs.afpa1.host.privilis.com/wp-content/themes/default/images/bandeau_logo.gif" align="left" /></a> </div> Par Paul Santelmann, Responsable de la Prospective à l’AFPA. Les nouvelles frontières ministérielles se sont dessinées avec un oubli désormais habituel: à quel Ministère rattacher la formation professionnelle post-scolaire? Cette petite bévue semble avoir été réparée et le Ministère du Travail a été reconduit dans cette responsabilité mais cet oubli n’est-il pas un des symptômes d’un Etat stratège défaillant à reconstruire? A une époque lointaine, l’option du caractère interministériel de la formation continue s’était imposée d’autant plus qu’aucun Ministère ne souhaitait vraiment piloter ce dossier. Mais l’inter-ministérialité, confrontée aux poids des politiques d’emploi grosses consommatrices de stages pour les chômeurs, à la décentralisation et au territoire des partenaires sociaux, n’a pas été correctement soutenue et portée par les gouvernements successifs. S’en est suivie une fragmentation des moyens et une perte de vision stratégique sur l’usage d’un financement de 34 milliards d’euros essentiellement issus des prélèvements obligatoires! Cet imbroglio institutionnel a abouti à une sorte d’illisibilité permanente de l’objet même de la formation des adultes. L’évolution de la structure de l’appareil de formation continue est venue compliquer l’affaire alors qu’elle avait été la solution dans l’après-guerre. En effet les 50 000 opérateurs de formation continue (rappelons qu’il y a 1500 lycées professionnels et 1500 centres de formation d’apprentis) sont essentiellement des micro-structures spécialisées sur des publics selon leur statut, des dispositifs, des territoires, des métiers, des contenus voire des pédagogies… Soit une constellation de prestataires qui échappent à tout projet d’ensemble, à toute politique structurelle, à toute vision systémique… Comment remédier à cette situation? D’abord en définissant l’éventail des politiques publiques qui nécessitent un apport en ressources sur le plan du développement des compétences de la population active ayant le moins bénéficié de l’école (salariés ou chômeurs). Puis en précisant la façon dont les pouvoirs publics peuvent obtenir des prestations de qualité de la part des organismes de formation. Sur le premier plan la vocation pluri-ministérielle des organismes de formation professionnelle d’adultes s’impose comme grille de lecture. Les ressources des opérateurs de formation doivent notamment contribuer à: <ul> <li>- l’accompagnement de l’économie numérique,</li> <li>- la relance d’une nouvelle industrie technologiquement compatible avec les défis du développement durable,</li> <li>- la reconversion des salariés exerçant des métiers en obsolescence,</li> <li>- l’accélération de l’appropriation des compétences liées à l’économie verte et aux nouvelles technologies,</li> <li>- la transférabilité des acquis expérientiels vers les nouveaux secteurs.</li> </ul> Les organismes de formation susceptibles d’intégrer ces enjeux sont dispersés dans l’ensemble des territoires et des secteurs mais ils existent. Fédérer ce conglomérat suppose un pilotage régional en lien avec de nombreux Ministère comme ceux du Travail, de l’écologie et du développement durable, du redressement productif, de l’économie sociale et solidaire, etc. en lien avec les organisations syndicales et  professionnelles. Cette orientation va de pair avec une priorisation des fonds de la formation continue relevant de l’obligation légale et des pouvoirs publics favorisant une restructuration par bassin d’emploi de l’appareil de formation concerné. Cette restructuration ne signifie pas la fusion d’organismes de formation de statut différent mais l’impulsion de partenariats innovants, passage obligé pour percevoir les fonds publics et paritaires mobilisés à cet effet. La revitalisation des territoires, l’appui au développement des PME innovantes, la diffusion des compétences vertes, etc. nécessitent un rapprochement de moyens budgétaires consacrés à la formation mais dispersés dans des logiques de tuyaux d’orgue. L’objectif aujourd’hui est de moderniser sans exclure, c’est-à-dire combiner les moyens de l’insertion et de la reconversion avec les projets locaux et nationaux de mutations sectorielles, environnementales, numériques et technologiques. <div> <div id="header_logo"> <a href="http://translate.googleusercontent.com/translate_c?client=tmpg&hl=en&langpair=fr%7Csk&rurl=translate.google.com&u=http://blogtfs.afpa1.host.privilis.com/%3Fp%3D2345&usg=ALkJrhj8GhXx8ZagReipbuNLvInUUfoU8A" target="_blank"><img src="http://blogtfs.afpa1.host.privilis.com/wp-content/themes/default/images/bandeau_logo.gif" align="left" /></a> </div> Týždeň Paul Santelmann, vedúci Prognostického na Stredisko AFPA Nové oddelenie hranice objavili sa teraz obvyklým zabudnutia: ako pripojiť po oddelení &scaron;kolské vzdelanie? Tento malý omyl Zdá sa, že boli odstránené a Ministerstvo práce bol znovu dohľad zodpovednosť, ale nie je to príznak strategického &scaron;tátu nepodarilo obnoviť? V skor&scaron;ích dobách bola možnosť medzirezortného charakteru tréningu spôsobila, že už ministerstvo nemá lietať naozaj priala. Ale medzi ministeriality, tvárou v tvár s hmotnosťou kurzov politiky zamestnanosti náročná pre nezamestnaných, decentralizácie a územia sociálnych partnerov, nebola riadne doložená a vysielal po sebe idúcich vlád. Toto bolo nasledované roztrie&scaron;tenosť zdrojov a straty strategickej vízie o použití finančných prostriedkov z 34 miliárd eur hlavne z povinných poplatkov! <a href="http://translate.google.com/translate?client=tmpg&hl=en&u=http%3A%2F%2Fblog.univ-provence.fr%2Fblog%2Fcoordination-rgionale-paca%2Fadultes%2F2012%2F05%2F22%2Fdu-caract-re-pluri-minist-riel-de-la-formation-des-adultes&langpair=fr|sk" target="_blank">Viac</a>... </div> Adultes 2012-05-22T00:05:03Z pcassuto