Les changements possibles du système français de formation continue

Dubar, Claude

doi:10.4000/formationemploi.1164

Cited by 20 publications

(4 citation statements)

References 21 publications

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“…Paralleling this reorientation in policy goals, the nature and content of company-sponsored training has also undergone a profound transformation. The last few decades have witnessed a sharp decrease both in the number of officially certified training courses and in the duration of individual training sessions even as the number of workers trained has registered a massive increase (Dubar, 2008). Priority has been accorded to actions that do not impact on employees’ market value since they mainly entail an improvement in firm-specific, non-transferable skills.…”

Section: Assessing Training Against Capabilitiesmentioning

confidence: 99%

Voice in French corporate training: A critical issue in developing employee capability

Subramanian

Zimmermann

2017

Economic and Industrial Democracy

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The article discusses the impact of organizational configurations on employees’ training capabilities. Inspired by the capability approach, it uses qualitative data to question under what organizational conditions firms in France provide their employees with the opportunities and means to participate not just in training programmes, but in those programmes they have reason to value. The results suggest the existence of three different training models – skill-updating, skill-developing and capability-enhancing – depending on the choice processes involved, the importance they accord to employee agency, and the training outcomes. While human resource policies offering training opportunities are important in French organizations, enabling individual capability ultimately depends on employee participation schemes. The article further argues that this goal cannot be achieved through collective voice alone; in vocational training, individual voice plays an equally central role.

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Section: Assessing Training Against Capabilitiesmentioning

confidence: 99%

Voice in French corporate training: A critical issue in developing employee capability

Subramanian

Zimmermann

2017

Economic and Industrial Democracy

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“…Le matériau confirme les résultats de l'enquête FC 2000 qui mettent en lumière le faible poids de l'initiative personnelle dans l'accès à la formation continue (Dubar, 2008). Il montre aussi la postériorité de la période de formation par rapport aux changements intervenus dans le travail : tous les participants avaient auparavant déjà formé un salarié.…”

Section: Penser La Participation Inégale Des Ouvriers Aux Formations : De L'« Appétence » à La Confrontation Entre Logiques Socialisatricunclassified

Des ouvriers face à la formation continue : inégalités d’accès et pluralité des dispositions sociales

Teillet¹

2015

Savoirs

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Distribution électronique Cairn.info pour L'Harmattan. © L'Harmattan. Tous droits réservés pour tous pays.La reproduction ou représentation de cet article, notamment par photocopie, n'est autorisée que dans les limites des conditions générales d'utilisation du site ou, le cas échéant, des conditions générales de la licence souscrite par votre établissement. Toute autre reproduction ou représentation, en tout ou partie, sous quelque forme et de quelque manière que ce soit, est interdite sauf accord préalable et écrit de l'éditeur, en dehors des cas prévus par la législation en vigueur en France. Il est précisé que son stockage dans une base de données est également interdit.

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“…These are closely linked to more or less diverse ideas, with particular stakeholders, financial responsibilities or respective tasks: adult education (éducation/formation des adultes), permanent education (éducation permanente), further and continuing education (formation professionnelle continue), lifelong learning (formation tout au long de la vie) and many more. A classification by Dubar (2008) helps to systematize this variety to some extent and to provide an overview of key historical trajectories of French adult and continuing education within the vast landscapes of France's rich history.…”

Section: Historical Developmentmentioning

confidence: 99%

Adult and Continuing Education in France

Schreiber‐Barsch¹

2015

Länderporträts

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The interconnectedness of adult education, learning and its socio-political environment (persons and organizations, aims and educational concepts, as well as the labor market) is closer than that of universities and schools. Political, social, economic and cultural aspects of the particular national environment not only provide the general framework for adult education and learning, but are also under their influence.There are various reasons for that. First of all, adult education has become an integral part of people's lives. Learning is considered a lifelong process in which knowledge, new competencies, skills and behavioral patterns are acquired. In addition, learning occurs not only on an individual level, but all economic development as well as democratic participation of the individual requires formal and informal learning.Hence, the appearance of adult education and learning can be quite interlaced, confusing and complex. It varies from presentations, weekend seminars, courses of longer duration up to long-term vocational training. It occurs in companies, in educational organizations, at home, in cultural institutions and in the media. It is subject to different political and legal contexts. Sometimes, adult education is financed by official or state funds, sometimes by project resources; increasingly it is structured by the market.The various "systems" of adult education that are embedded in national and regional traditions are hard to compare with each other. This becomes obvious when supra-regional and transnational projects with common interests and experiences are aspired to. The European Union is an excellent example for a process in which such differences are becoming more and more visible.Stakeholders in research, practice and politics of adult education are more and more and more often confronted with the necessity to communicate and cooperate with partners in other nations on a professional level. Here, content, funding, reputation and interests become relevant. Cooperation and communication may be inefficient if the knowledge about conditions and structures in other European regions is insufficient. Especially when it is about details in cooperative structures, a lack of knowledge can turn into a problem.If you want to cooperate with European partners, an overview about the situation of adult education and adult learning in other countries can be very helpful, since it puts partial information into context. This can be the base for further exploration.The German Institute for Adult Education (DIE) -Leibniz Centre for Lifelong Learning continues its established series of reports on adult education in other European countries with this volume on "Adult and Continuing Education in France".

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Les changements possibles du système français de formation continue

Cited by 20 publications

References 21 publications

Voice in French corporate training: A critical issue in developing employee capability

Voice in French corporate training: A critical issue in developing employee capability

Des ouvriers face à la formation continue : inégalités d’accès et pluralité des dispositions sociales

Adult and Continuing Education in France

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