TULIP Project

1
TULIP Project

• Contribution of CGT French TU and of Versailles
  University
• 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 LLL access for the employees (2003 )
• - on the modernization of the labour market
  (2008)
• Website www.legifrance.gouv.fr

3
The WLLL prescriber actors

• The State
• The Regional 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 (gt 10 employees)
• - 0,55 of the wage bill dedicated to the
  Continuing Education (lt 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 Masters and 3078 Bachelors
  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 LLL
  within the framework of a career  

10
VAE/APEL

• Application introduced by 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 qualification recorded 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