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TULIP Project

TULIP Project

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TULIP Project

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  1. TULIP Project Contribution of CGT French TU and of VersaillesUniversity National report

  2. Legislative context • Law of January 17th, 2002: social modernization (paragraph 133 on the VAE /APEL) • Law of 2004: work-based lifelong learning and the social dialogue • Interprofessional National agreements ( ANI): - on the LLLaccess for the employees (2003 ) - on the modernization of the labour market (2008) Website: www.legifrance.gouv.fr

  3. The WLLL prescriber actors • The State • TheRegional councils Main actor in coordination of public and private initiatives in the field of learning (PRDFP : regional plan of development of the vocational training) • The companies - 1,6 % of the wage bill dedicated to the Continuing Education (> 10 employees) - 0,55% of the wage bill dedicated to the Continuing Education (<= 10 employees) • The fund-raiser bodies allocated to the vocational training (OPCA)

  4. The WLLL beneficiaries • Private sector employees • Public administration employees • Job-seekers • Young people from 16 to 26 years old • People not having the status of employee (freelance, private practice) • Not working population Websites: • www.service-public.fr • www.education.gouv.fr • www.centre-inffo.fr

  5. The learning providers 48 000 training bodies: • Public institutions - GRETA (Ministry for Education) - AFPA (Ministry for Employment) - Universities Continuing Education(Ministry for Higher Education and Research) • Associations • Chambers of Commerce or Guild chambers • Sectoral bodies and private institutions

  6. The Trade Unions • Five “representative” confederations (CGT, CFDT, CFTC, FO and CGC) • 1,9 M TU members (9% of the employees) • 56 % of the employees declare a trade-union presence on their work place Website: www.travail.gouv.fr

  7. The universities LLL • Existing at 83 universities • 25000 diplomas (1350 Master’s and 3078 Bachelor’s degrees) • 450 engineering degrees • 300 000 LLL learners Website : www.fcu.fr

  8. Relationship between university/TU Many types of relationship: • University teachers in trade-union training courses • Instituts of work at the universities: trade-union trainings (3 - 5 days) specialized resource/data centers research at the universities education programmes of the 3rd cycle • Individual applications of TU activists (VAE/APEL, DIF/ individual right to the training, Education …)

  9. Cooperation within the TULIP Project «  How TU and university can cooperate in VAE/APEL, in order to use this method for the implementation of the individual right to the LLLwithin the framework of a career  »

  10. VAE/APEL Applicationintroducedby the Law of 2002, allowing, by accreditation of prior and experiential learning (formal, informal or non formal), to obtain, totally or partially, a diploma, a title or a qualificationrecorded in the National Qualifications Register (RNCP)

  11. Work plan • To prepare a common state of the play on « VAE/APEL and the individual right to the lifelong learning » • To analyze the university VAE/APEL developments with a view to cooperation • To collect and analyse the VAE/APEL cases of TU activists • To achieve a report on the competence related to the TU responsibility and the university offers