Within the scope of the discussion on the theme of “Lifelong Learning”, a new issue has risen to the surface: that of the necessity to adapt the different types of work and people’s career paths to our society which is under constant evolution. Hence, a new relationship is taking shape between the learner and their teachers, whether the latter are employed in the education sector or are tutors in companies. It is clear that innovative initiatives must be taken to adapt courses and training methods to all these new aspects in the aim of helping all those who wish to enhance their competencies.
This approach is extremely effective for students, from all walks of life, who prefer to be immersed in a company very early on, or for staff who wish to obtain a diploma or certification of some sort while they are in employment. The issue can hence be dealt with at all levels thanks to the introduction of new types of training (apprenticeship) and access to diplomas (Accreditation of Prior Learning, Continuing Education leading to a diploma).
An “Apprenticeship” project group was set up in AGERA at the beginning of 2006, in order to work collectively on the following themes:
Developing apprenticeships by creating new training approaches and in particular, appropriate teaching methods for different types of audiences, are two of the areas AGERA proposes to focus on within the scope of this new project.
France currently has around 350 000 apprentices, including 35 000 in the Rhône-Alpes region, of which 3 000 are in postsecondary education in Rhône-Alpes (out of 220 000 students in postsecondary education in the region).
One of the aims of the "Borloo Plan" is to increase the figure to 500 000 apprentices in France.
It is interesting to note the increase in the number of apprentices in postsecondary education: the growth rate is 6 to 8% a year.
In France, apprenticeship is financed by the Regional Authorities: financing is organised within the scope of contracts that are signed between the Regional Authority and the Apprentice Training Centres (CFA).
In the Rhône-Alpes region, the Apprentice Training Centres operate via the FORMA-SUP structure (http://www.forma-sup.asso.fr/formations/dispositif_fs.html ).
Recognised by the Labour Code (article L-900-1) and the Education Code (articles L.335-5 and L335-6) since the Social Modernisation law of 17 January 2002, Accreditation of Prior Learning (APL) makes it possible to "obtain recognition for one's experience (professional or otherwise) in order to obtain a diploma, a title or a professional qualification certificate. Diplomas, titles and certificates can hence be accessed thanks to experience (and not only through initial training or lifelong learning), based on approaches other than examinations." (Source: www.travail.gouv.fr )
There is only one condition to fulfil in order to qualify for a diploma via APL: "justify professional experience (salaried or otherwise, voluntary work, etc.) for a period of three years, either continuously or discontinuously, in relation to the contents of the certification (diploma, title, etc.) envisaged."
The establishments – as it happens, for further education – are hence obliged to offer this mode of recruitment to applicants.
APL is a third way of gaining access to a diploma alongside initial training (standard or thorough apprenticeship) and lifelong education.
For the Grandes Ecoles, this change in context and culture brings about a new, much wider scope that will not just be limited to those who request accreditation. It will also lead to major changes in lifelong education and initial training practices. Among the potential changes, we might refer to the transformation of the researcher-teacher’s job, greater complexity of professions generally, the necessity to continually adapt the contents of initial diploma courses, enhanced legibility of diplomas at an international level, the necessity to retrain throughout one’s lifetime, etc.
It is for all these reasons that AGERA wishes to
For several years, a Commission has organised information and exchange workshops on APL.
Useful sites:
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| French Ministry of Education: http://www.education.gouv.fr/cid1106/fonctionnement-de-la-v.a.e.html Ministry of Employment, Social Cohesion and Housing: |
In the same way, AGERA is currently setting up a discussion group on Lifelong Learning that leads to a diploma.
The notion of Lifelong Learning leading to a diploma has a long-term connotation that gives staff the opportunity to progress and enables companies to benefit from complementary and updated skills.
This AGERA working group has been set up to spur the development of Lifelong Learning in higher education leading to a diploma.
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