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Innovation in VET France

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Innovation in VET France Innovation in VET France This article on Innovation in VET is part of a set of articles prepared within Cedefop’s ReferNet network. It complements general information on VET systems available online at http://www.cedefop.europa.eu/EN/Information-services/vet-in-europe-country-reports.aspx. ReferNet is a European network of national partner institutions providing information and analysis on national VET to Cedefop and disseminating information on European VET and Cedefop work to stakeholders in the EU Member States, Norway and Iceland. The opinions expressed in this article are not necessarily those of Cedefop. The article is based on a common template prepared by Cedefop for all ReferNet partners. The preparation of this article has been co-financed by the European Union. Author: Marine Gratadour Expert contribution provided by: Régis Roussel (Coordinator); Laura Tedesco (Information officer) © Copyright: Centre Inffo, 2014 Contents A. Introduction ....................................................................................................................... 2 B. Campus des mètiers et des qualifications ........................................................................ 3 B.1. What are the campuses? ........................................................................................... 3 B.1.1. Skills centres ....................................................................................................... 4 B.1.2. Links between education, innovation and the economy ....................................... 4 B.2. Call for project ........................................................................................................... 5 C. Legal framework and implementation............................................................................... 6 C.1. The procedure for establishing a campus and the actors involved ............................. 6 C.1.1. The label .............................................................................................................. 6 C.1.2. Monitoring the quality .......................................................................................... 8 C.2. Incentives .................................................................................................................. 8 C.3. Fields of operation ...................................................................................................... 9 D. Early observations and outlook ........................................................................................ 9 D.1.1. Aérocampus Aquitaine ......................................................................................... 9 D.1.2. Aérocampus Auvergne ........................................................................................10 D.1.3. Oyonnax-Bellignat Plasticampus – Rhône-Alpes ................................................10 D.2. Prospects and plans .................................................................................................11 D.2.1. Objectives ..........................................................................................................11 D.2.2. Maintaining the impetus .....................................................................................11 D.2.3. Further monitoring ..............................................................................................12 Conclusions ..........................................................................................................................13 Annex 1: Map of France’s Education Authorities and Regions ..............................................14 Annex 2: Operators in campus life ........................................................................................16 Annex 3: National map of campuses of professions and qualifications .................................17 Annex 4: Glossary ................................................................................................................18 NB: Terms marked with an asterisk (*) in the body of the text are defined in the glossary in Annex 4. 1 The Example of the Campuses of Professions and Qualifications A. Introduction As part of the European Union’s ‘Europe 2020’ growth and employment strategy, the EU has set five ambitious objectives to be attained by the end of the decade. They relate to employment, research and innovation, climate change and energy, education, social inclusion and poverty reduction. Within this framework, the Bruges Communiqué of December 2010 sets out the strategic objectives for the period 2011-20 and the short-term deliverables for the period 2011-14. For example, with regard to promoting innovation, creativity and the spirit of enterprise, it recommends that participating countries actively encourage vocational education and training (VET) providers to collaborate with innovative enterprises, design centres, the cultural sector and higher education institutions in forming ‘knowledge partnerships’ (1). Reflecting this, in France, the National Pact for Growth, Competitiveness and Employment placed innovation and company growth at the heart of the Government’s strategy for national recovery. Several programmes have been introduced in consequence. One was an ambition, innovation and success programme for schools, middle schools and lycées (ECLAIR Programme*), promoting innovation and experimentation in the fields of pedagogy, school life and human resources, together with safety initiatives. It is underpinned by a system of school networks. In addition, the national education department is developing measures for cooperation with its professional partners, aiming to involve school students and adults (on lifelong learning programmes) into economic life and entrepreneurship. For example, it is possible for the middle school and lycée pupils in the technological and vocational streams to create ‘mini- enterprises*’. Another plan, introduced in October 2013, seeks to encourage ‘student entrepreneurship’. Its primary aim is to spread education in entrepreneurship and innovation to all educational sectors from bachelor’s degree level onwards. The associated plan for 2016 is to establish some 30 student hubs for innovation, transfer and entrepreneurship. Finally, it creates a status of ‘student-entrepreneur’ for the students or young graduates working on business creation projects. (1) Communiqué of the European Ministers for Vocational Education and Training, the European Social Partners and the European Commission, meeting in Bruges on 7 December 2010 to review the strategic approach and priorities: http://ec.europa.eu/education/policy/vocational-policy/doc/brugescom_fr.pdf 2 In addition, a new phase of the competitiveness hubs policy* for the period 2013-18 aims to transform research and development work into innovative products, processes and services. The new objective of the hubs is to focus more on economic outcomes and employment (2). France’s national reform programme (3) has also focused on different measures for the labour market and vocational training in order to improve the transition between school and work. These include: the establishment of a public regional career guidance service to provide information on training courses and entry into work; the creation of 14 initial ‘Campuses of professions and qualifications’ to bring together all the actors involved in training within a single territory around an economic sector; the establishment of the national ‘Economy Education’ Council (CNEE)* to develop closer relations between schools, universities and the economic world, and to reinforce their partnerships with the aim to improving the match between initial training and economic activity. France has therefore embarked on an approach that seeks to foster the links between innovation and VET. In this article, we will describe the ‘Campus des métiers et des qualifications’ (Campuses of professions and qualifications), which seek to facilitate the young people’s entry into the workforce and create links between school and the world of work. B. Campus des mètiers et des qualifications B.1. What are the campuses? France’s education and training system is divided into ‘initial training’ for young people, which includes initial vocational training (IVET), and continuing vocational training (CVET) for people who have already entered the labour market (4). The campuses of professions and qualifications are part of this model, creating links between the different levels of education. (2) Minutes of the Council of Ministers meeting of 9 January 2013: http://www.elysee.fr/conseils-des- ministres/article/compte-rendu-du-conseil-des-ministres-du-9-janvier-201/ (3) National reform programme, France, May 2014: http://www.economie.gouv.fr/files/programme-national-de- reforme-2014.pdf (4) See ‘La formation professionnelle en France – Une réponse à vos questions’. 4-page booklet. 2014 http://www.centre-inffo.fr/refernet/?la-formation-professionnelle-en 3 B.1.1. Skills centres The campuses bring together vocational training organisations involved in a particular economic sector, in a single place or within a network: vocational and generalist lycées, apprentice training centres, training bodies, higher education institutions, including engineering schools, research centres and companies. They offer to young people a range of general, technological and vocational curricula, up to the highest level, in a field of economic activity with a strong innovation focus (both in industry and services). Based on the campuses’ strategy, the
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