This policy brief focuses on the opportunities made available in informal apprenticeship systems for improving skill provision in the informal economy to offer young people, especially in developing countries, ways to more productive and decent jobs.
http://www.ilo.org/wcmsp5/groups/public/—ed_emp/—ifp_skills/documents/publication/wcms_167162.pdf
Il existe des écarts importants dans l’accès à la formation et, outre le genre et la profession, l’âge joue fortement dans ces inégalités d’accès. Notre recherche a permis d’analyser des situations de retours en emploi afin de mieux éclairer le contexte de la formation tout au long de la vie, y compris la période de retraite, mais surtout la contribution que des retraités peuvent apporter à l’organisation en tant que ressources « expertes » pouvant transmettre des savoirs d’expérience. Par contre, le fait que plusieurs retraités travaillent à forfait risque de les exclure des démarches de formation en interne.
http://www.telescope.enap.ca/Telescope/docs/Index/Vol_17_no_3/Telv17n3_chamahian_tremblay.pdf
The article offers several key components to quality course design, specific components of the design that aid the student in understanding and following course instruction, and, finally, suggestions for continuing to improve online course design to meet the challenges that come with new technology and a new generation of students with advanced technological skill sets and expectations from their educational experience.
https://www.researchgate.net/publication/326023595_Creating_Quality_Online_Course_Design_through_a_Peer-Reviewed_Assessment
Le recours des salariés à la formation continue dépend essentiellement des caractéristiques de l’entreprise ou de l’administration pour laquelle ils travaillent. Les périodes de récession économique se traduisent, comme c’est le cas en 2009-2010, par un moindre accès. D’une part, les entreprises ont plutôt tendance dans ce contexte à comprimer leurs dépenses de formation et d’autre part, la forte augmentation du nombre de chômeurs provoque mécaniquement une baisse de la proportion de ceux qui suivent une formation une année donnée.
http://www.insee.fr/fr/ffc/docs_ffc/ref/FORMEMP11_e_FTLo3for.pdf
The organization of schooling and further education has long been associated with the idea of a curriculum. But what actually is curriculum, and how might it be conceptualized? We explore curriculum theory and practice and its relation to informal education.
http://www.infed.org/biblio/b-curric.htm
Le programme “Erasmus pour tous” a pour objectif de renforcer les compétences de tous, de favoriser leur développement personnel et d’améliorer leur aptitude à l’emploi. Il est essentiel d’investir dans un enseignement et des formations de qualité pour tous afin d’atteindre les objectifs de notre stratégie “Europe 2020” en matière de croissance, d’emploi et d’innovation. Ce ne sont pas moins de 5 millions de personnes qui bénéficieront de subventions de l’UE pour étudier, se former ou travailler comme volontaires à l’étranger pendant la période 2014-2020, ce qui représente presque deux fois plus de bénéficiaires qu’aujourd’hui.
https://bookshop.europa.eu/fr/erasmus-pour-tous-pbNC3011348/
Rapid technological changes and the speed of social transformation in the Middle East and North Africa region are confronted with the limits of the existing education system to deal with the needs of youth and adults. Can lifelong learning provision respond to social developments and match demands for a skilled and competent workforce in the labour market?
http://uil.unesco.org/adult-learning-and-education/lifelong-learning-key-social-transformation-and-education-middle-east
It is particularly timely considering the structural changes in the global economy, the geopolitics of offshore production, the growth of the service sector and the changes wrought by the ongoing global financial crisis. What this paper clearly indicates is that while there is a lack of reliable information and statistics to analyse the impact of these forces on girls and young women, especially those from marginalized groups, there is a near absence of well-documented and evaluated interventions and strategies to address skills development among marginalized youth.
http://www.ungei.org/resources/files/UNGEI_Gender_and_Skills_Print_v1_3.pdf
Workers displaced from long-tenure jobs often have difficulty finding new employment. Policy response for these long-term problems has centred on education, training and skill development. This paper surveys and assesses a variety of strategies that have been employed to determine training effectiveness.
http://www.clsrn.econ.ubc.ca/workingpapers/CLSRN%20Working%20Paper%20no.%2092%20-%20Stephen%20Jones.pdf
The aim of the paper was to investigate the current situation of young people in Europe, focusing specifically on those who are not in employment, education or training (NEET), and to understand the economic and social consequences of their disengagement from the labour market and education.
http://www.eurofound.europa.eu/pubdocs/2011/72/en/2/EF1172EN.pdf
This report highlights the dynamics of education systems and labor market outcomes in Latin America and the Caribbean (LAC). It analyzes important recent shifts in labor market trends in LAC as first decade of the 21st century has witnessed a marked decline in the earnings premia for those with university and secondary education. The authors recommend that, having achieved increases in secondary and tertiary enrollment, the region should now focus on improving the quality of its education systems and the pertinence of education curricula to match the needs of the labor market.
https://elibrary.worldbank.org/doi/abs/10.1596/978-0-8213-8971-3
The study shows that creating a larger number of more productive jobs for a growing labor force calls for a multisectoral reform agenda that includes improving access to electricity for firms across all sectors in urban and rural settings, dealing decisively with issues of governance and corruption, improving access to land and transport links between town and country, improving nutrition in early childhood, equipping workers with skills relevant for the world of work, and reorienting labor market regulations and programs to protect workers rather than jobs.
https://openknowledge.worldbank.org/handle/10986/2391
This paper describes some experiences in functional basic adult education in Serbia from 2000 to 2011, along with background information on adult education, including some statistical data, and a look at selected policy and strategic measures.
http://www.etf.europa.eu/webatt.nsf/0/23ADBC678F2A461CC125794A00464423/$file/Adult%20education_Serbia.pdf
The goal of the survey was to determine the role of the states (via state directors of adult education) in awarding certificates for both academic achievement and for the application of academic skills to employment settings as well as how states were managing their certificate programs.
http://www.caalusa.org/StudentCert.pdf
Ce panorama explore à la fois le niveau de formation, les effectifs scolarisés et la qualité de l’enseignement, mais aussi les avantages économiques et sociaux de l’éducation et ses modes de financement.
http://www.oecd-ilibrary.org/fr/education/regards-sur-l-education-2011_eag_highlights-2011-fr
L’atlas illustre les parcours éducatifs des filles et des garçons ainsi que l’évolution, au fil du temps, des disparités entre les sexes. Il scrute l’impact sur la question des genres de facteurs fondamentaux tels que les richesses nationales, la situation géographique, l’investissement dans l’éducation et les domaines d’étude.
https://unesdoc.unesco.org/ark:/48223/pf0000215582
Feuillet d’information qui explore les niveaux de scolarité et les taux d’emploi à l’échelle pancanadienne et provinciale/territoriale. Une comparaison internationale est aussi fournie à partir des données relatives à 12 pays de l’OCDE qui présentent un intérêt majeur au plan comparatif pour le Canada.
http://www.statcan.gc.ca/pub/81-599-x/81-599-x2012008-fra.pdf
Sélection d’articles du Quotidien de la formation en lien avec la certification professionnelle ainsi qu’une bibliographie en quatre parties : la certification professionnelle, les référentiels (de certification, d’emploi, de compétences, de formation), des perspectives européennes, des exemples de référentiels en ligne.
http://www.calameo.com/read/00000867200d8e4836cbc
L’article présente la variété des enquêtes statistiques qui se référent à la Classification internationale et leur incidence sur l’élaboration des politiques d’éducation.
http://media.education.gouv.fr/file/revue_80/30/6/Depp-EetF-2011-80-mesurer-education-CITE_203306.pdf
