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Competence development through workplace learning: the case of the French vocational baccalaureat

The creation of the vocational baccalaureat track in 1985 contributed to a major innovation in the French initial s ... Show more
The creation of the vocational baccalaureat track in 1985 contributed to a major innovation in the French initial secondary education system. In its objective and in its innovative way of learning combining sandwich courses (workplace and school-based learning), this programme offers students who were failing at school a path for continuing their studies or a springboard into a new career or professional plan. This diploma has been implemented in different ways: through student status or in apprenticeships, and through the responsibility of the Ministry of Education in vocational high schools, but also through those under the responsibility of the Ministry of Agriculture, as for the Maisons familiales rurales (MFR). First, this paper will present the institutional framework: what is the vocational baccalaureat (VETBac) diploma, what are its roles and purposes? As the national French system of education from the Ministry of Education has been the subject of a number of articles in European [vocational education and training] VET reviews (Gendron, 2005), the Maison familiale rurale (MFR) system, which is less known, and its philosophy will be presented more in detail here. The second part will give some insights into the convergence and divergence of the conditions of competence development of vocational baccalaureat trainees or students with a workplace learning focus in those two organizations.
Published abstract.
The volume from which this chapter is taken is indexed at TD/TNC 101.305. Individual chapters are indexed from TD/TNC 101.306 to TD/TNC 101.319. Show less

Authors: Gendron, Benedicte

Date: 2010

Geographic subjects: Europe; France

Resource type: Book chapter

Series name: Technical and vocational education and training series

Subjects: Apprenticeship; Governance; Innovation ... [+] Show more
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Towards a model apprenticeship framework: a comparative analysis of national apprenticeship systems

In 2012, the G20 Labor and Employment Ministers gave significant attention to apprenticeships and called for sharin ... Show more
In 2012, the G20 Labor and Employment Ministers gave significant attention to apprenticeships and called for sharing of experience in the design and implementation of apprenticeship programs. This high level international interest was also reflected in discussions of tripartite constituents at the 2012 International Labour Conference's committee on youth employment, which called for the promotion of quality apprenticeships, including in developing countries. In this context, the ILO and World Bank in 2012 jointly conducted a study to review international experience in apprenticeships and identify good practice principles based on the cross-country analysis. This report contains case studies on 11 countries' apprenticeship systems, a cross-case analysis and the development of a framework for a model apprenticeship system. Show less

Authors: Smith, Erica; Brennan Kemmis, Roslin

Date: 2013

Geographic subjects: Australia; Oceania; Canada ... [+] Show more States">United States; America">North America; Africa">South Africa; Britain">Great Britain; [-] Show less

Resource type: Report, paper or authored book

Series name: RAVE: Researching Adult and Vocational Education

Subjects: Apprenticeship; Governance; Research ... [+] Show more
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Transitioning back to work: how to improve EI working-while-on-claim provisions

Canada's Employment Insurance (EI) program provides income support for workers who have lost their jobs. The progra ... Show more
Canada's Employment Insurance (EI) program provides income support for workers who have lost their jobs. The program also strives to help recently unemployed Canadians keep a foothold in the labour market and provide a stepping stone to new permanent work. It does so through working-while-on-claim (WWC) provisions that encourage claimants to take part-time or casual jobs and still keep a portion of their EI benefits. The objective is to prevent them from being unemployed for prolonged periods, help them maintain their skills and network of workforce contacts, and demonstrate their commitment to work to prospective employers. In this study, the authors investigate whether working part-time does indeed help EI claimants transition to permanent work. They review evidence from a series of pilot projects that the federal government launched between 2005 and 2018 to determine if adjustments to WWC provisions would encourage more claimants to take up part-time work or to work more hours. They also survey the outcomes of similar provisions in other countries.
Edited excerpt from publication. Show less

Authors: Busby, Colin; Lluis, Stephanie; McCall, Brian P.

Date: 2021

Geographic subjects: Canada; North America; United States ... [+] Show more

Resource type: Report, paper or authored book

Series name: IRPP study

Subjects: Employment; Participation; Labour market ... [+] Show more
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Reform of recognition and accreditation of experiential learning in France

This paper focuses on the issue of how qualifications acquired through work experience should be recognised. Variou ... Show more
This paper focuses on the issue of how qualifications acquired through work experience should be recognised. Various approaches were explored including a first experiment with 'skills portfolios' and a second which attempted to establish a right to a 'skills assessment'. The third approach consisted of authorising the Ministry of Education to confer diplomas following an accreditation of professional experience = validation des acquis professionels (VAP) process. This right to grant accreditation was extended to accredtation of experiential learning = validation des acquis de l'experience (VAE). The focus on the competence frame of reference in the VAE process was perceived as detrimental to traditional education and training programs and methods and raised concerns particularly in the higher education sector. As a result the teaching community has shown some resistance to the development of these processes which may serve to discourage potential candidates.
The collected proceedings of the seminar are indexed at TD/TNC 74.24; individual papers are indexed from TD/TNC 74.25 to TD/TNC 74.39.
There are four papers from the seminar not included in the collected proceedings which are indexed from TD/TNC 74.40 to TD/TNC 74.43. Show less

Authors: Labruyere, Chantal

Conference name: IIEP/UNESCO - KRIVET International Policy Seminar

Date: 2003

Geographic subjects: Europe; France

Resource type: Conference paper

Subjects: Lifelong learning; Teaching and learning; Pathways ... [+] Show more
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Expected skills needs for the future of work: understanding the expectations of the European workforce

Emerging technology is reshaping the world of work. Automation is revolutionizing business models, tools, tasks and ... Show more
Emerging technology is reshaping the world of work. Automation is revolutionizing business models, tools, tasks and delivery modes. Workers can already see the transformation happening, as artificial intelligence (AI), robotics and other digital innovations are being used increasingly in the workplace. The likely effects of automation are mixed. On the one hand, some jobs are at risk of being fully or partially automated and/or replaced by robots and AI. On the other hand, these changes could increase efficiency and access to services. Employers and workers require the necessary digital and soft skills to take advantage of the new opportunities they are expected to face. However, almost half the population of the EU is considered as lacking basic digital skills and one-third of the European citizens reportedly have no or almost no digital skills at all. Approximately 40 per cent of employers are struggling to fill their job vacancies due largely to a lack of necessary skills, while 30 per cent of graduates are working in a job where the competences they acquired at university are not required. This skills gap could threaten the stability of the labour market as well as the ability of EU industry to innovate.
A number of academic studies already shed light on the potential changes in the labour force of the future. This article which presents the opinions of more than 15,000 workers across ten European countries, was designed to contribute to the overall debate by giving voice to the workers themselves and potentially bring them closer to policymakers. This paper provides insights on how the workers surveyed view the impact of new technologies on their work, how they perceive their own preparedness for automation and technological change, and which policy measures they expect from governments and others. Building on the analysis of workers' attitudes, the paper concludes with a number of suggestions for further consideration at policy level to address the skills gap and its challenges.
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Authors: Moueddene, Karim; Coppola, Michela; Wauters, Patrick; Ivanova, Maya ... [+] Show more

Date: 2020

Geographic subjects: Europe; France; Germany ... [+] Show more

Resource type: Report, paper or authored book

Series name: Deloitte insights

Subjects: Employment; Technology; Skills and knowledge ... [+] Show more
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Company initiatives to align apprenticeships to advanced manufacturing

Apprenticeships are well suited to provide young people with an entry point into the labor market and to supply man ... Show more
Apprenticeships are well suited to provide young people with an entry point into the labor market and to supply manufacturing enterprises with skilled workers. This report further investigates apprenticeship systems at a company level, focusing on the extent to which these practices deviate from the national apprenticeship frameworks and how companies are adapting to future skill needs. It builds on the analysis of national apprenticeship systems in the 2018 Eurofound report 'Adaptation of national apprenticeship systems to advanced manufacturing' [available in VOCEDplus at TD/TNC 134.160] and summarises the results of 14 case studies of good practice in the manufacturing sector in five EU Member States (Denmark, France, Germany, Ireland and Italy) and two countries outside Europe (Australia and the United States). Situated in different national and sector-specific environments, all case studies are characterised by the aim to adjust apprenticeship programmes and/or practices in response to challenges emerging from advanced manufacturing technologies and processes. The case studies examine a series of different issues, notably context, drivers for implementing change, impact and crucial factors for success.
Edited excerpts from publisher's website.
The case studies are as follows: Modernisation of dual apprenticeship training at ABB: Germany / Eckhard Voss; Innovative practices at Airbus Operations in Hamburg: Germany / Eckhard Voss; Talent Tracks for gifted industrial apprentices: Denmark / Soren Kristensen; Knowledge centres for robot technology and automation: Denmark / Soren Kristensen; Jules Verne Manufacturing Academy: France / Djamel Messaoudi and Nicolas Farvaque; Job and Qualification Campus in transport: France / Djamel Messaoudi and Nicolas Farvaque; 'New' apprenticeships in the light of technological change: Ireland / Jeff Bridgford; Modernisation of a designated craft apprenticeship: Ireland / Jeff Bridgford; Bosch Industry 4.0 Talent Program: Italy / Anna Teselli and Pier Paolo Angelini; Higher apprenticeship in advanced manufacturing: Italy / Anna Teselli and Pier Paolo Angelini; Siemens higher apprenticeship pilot programme: Australia / Phil Toner and Damian Oliver; Varley Group: modernising apprenticeships: Australia / Keiko Yasukawa, Phil Toner and Damian Oliver; Adjusting apprenticeship at Oberg Industries: United States / Robert I. Lerman; Mechatronics Apprenticeship Program of Festo Didactic: United States / Bryan D. Kamm and Robert I. Lerman. Show less

Authors: Voss, Eckhard; Bridgford, Jeff; Kristensen, Soren; Kamm, Bryan D. ... [+] Show more

Date: 2019

Geographic subjects: Denmark; France; Germany ... [+] Show more

Resource type: Report, paper or authored book

Series name: Future of Manufacturing in Europe (FOME) project

Subjects: Apprenticeship; Industry; Innovation ... [+] Show more
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Does vocational training help transition to work?: the 'new French vocational bachelor degree'

This article analyses whether graduates in university vocational courses benefited from better labour market outcom ... Show more
This article analyses whether graduates in university vocational courses benefited from better labour market outcomes in France than those in academic courses. We focus on bachelor degrees in France, comparing 'general' or 'academic' degrees with 'vocational' degrees. The vocational bachelor degree was created in 1999 in the continuity of the education policy of expanding the number of vocational courses in French universities and in the framework of the Bologna Process. It aimed to lead to a new qualification at the intermediate level between the qualified technicians' diplomas and the engineering or senior management diplomas. We use a French survey on higher education leavers in 2001 who were interviewed in 2004. In order to take into account the selection in the vocational track, we applied statistical methods which allow us to compare graduates with similar characteristics. Our results show that education mismatch is less great for vocational bachelor graduates, which is coherent with the idea that the vocational track better responds to employers' needs. In addition, we find empirical evidence that vocational bachelors tend to be associated with higher pay even after accounting for the heterogeneity of students. Our last findings suggest that the university-employer link specifically developed for the vocational bachelor course influences the way vocational graduates find their job: they are significantly more likely to use university-based contacts to obtain their first jobs.
Published abstract reprinted by permission of the copyright owner. Show less

Authors: Giret, Jean-Francois

Date: 2011

Geographic subjects: France; Europe

Resource type: Article

Journal title: European journal of education

Subjects: Higher education; Vocational education and training; Qualifications ... [+] Show more
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Skill formation in cross-border contexts: the case of the trinational Upper Rhine region

Cross-border regions display significant economic, political, and cultural cooperation and represent a central feat ... Show more
Cross-border regions display significant economic, political, and cultural cooperation and represent a central feature of Europe - not least as innovation labs for the European integration project. A key example is the trinational French-German-Swiss Upper Rhine region. Each of the respective bordering countries displays a specific mode of regulation in VET. How do actors govern vocational education and training (VET) in this dynamic industry cluster in which distinct national political-administrative units do not overlap with the functional needs of employers and (future) employees?
Relying on expert interviews and document analysis, this chapter offers a novel comparison of the respective subnational units within each cross-border region. The institutional study finds a key pattern through which skill formation is institutionalised within the cross-border context: the leveraging of complementarities between distinct educational institutions. In combining the specific strengths of different national skills regimes, VET stakeholders in cross-border regions are in a position to enlarge the scope and capacities of their skill regime far beyond national borders.
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Authors: Graf, Lukas

Date: 2020

Geographic subjects: Germany; France; Switzerland ... [+] Show more

Resource type: Book chapter

Series name: Internationale Berufsbildungsforschung book series (INBER)

Subjects: Vocational education and training; Skills and knowledge; Industry ... [+] Show more
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Cooperation for better career development advice: a close-up on local stakeholder practices

CEP (Career development advice), which was introduced in France in 2014 in line with the recommendations of the Cou ... Show more
CEP (Career development advice), which was introduced in France in 2014 in line with the recommendations of the Council of the European Union Resolution of 21 November 2008 on Lifelong Guidance, is designed to guarantee personalised support for all working people, whether currently in work or not, in implementing their career development plans. Its success depends on the development of interaction between providers in what are often compartmentalised areas of activity. A Cereq study examined the different practices of local stakeholders in several areas.
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Authors: D'Agostino, Alexandra; Baghioni, Liza; Legay, Agnes; Gayraud, Laure ... [+] Show more

Date: 2020

Geographic subjects: France; Europe

Resource type: Article

Journal title: Training and employment

Subjects: Career development; Workforce development; Providers of education and training
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Strategies to improve young people's access to, and their progression within, initial vocational training

The focus of this report, written in 1994, is on young people who are unable to enter the workforce due to a failur ... Show more
The focus of this report, written in 1994, is on young people who are unable to enter the workforce due to a failure to qualify in initial vocational training. The study is based on national reports from Member States, each prepared by an independent expert. The report is structured sequentially on the progress of the young person through the sucessive stages of compulsory school and initial vocational training, with emphasis on those at risk. The conclusions are set out as an agenda for the European Community to consider and annexes are appended with more detail. Show less

Authors: Banks, John

Date: 1996

Geographic subjects: Europe; Norway; Austria ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Vocational education and training; Youth; Participation ... [+] Show more

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