Session Information
02 SES 04 B, Policy & Governance I: Systems
Paper Session
Contribution
Apprenticeship is the pioneering form of work-based alternating training in France. It constitutes the most performing VET instrument in terms of its contribution to vocational inclusion and effective transition to the labour market, as it allows two out of three on average of its graduates to have a direct access to employment (Brunet, 2018; DEPP, 2018a & 2018b, Marchal, 2018; Pesonel, 2018). However, due to some observed structural and functioning weakness and rigidities hindering its future further development, the implementation of a major apprenticeship reform which integrates within the VET reform Act n° 2018-771 of the 5th September 2018 for the freedom to choose one's professional future, was launched at the beginning of 2019. It is an overall restructuring reform of apprenticeship institutional setting and mode of governance and funding, basically through: a)-liberalisation of the apprenticeship market by allowing training organisations (including companies) to create their own apprenticeship centres after obtaining prior formal quality assurance certification and via the transfer of governance from regions to professional activity sectors which will be involved in the design of qualifications (including related referential standards) and in setting apprenticeship contract costs (where all contracts will be funded individually in all sectors regardless of the size of the company); b)- reducing the number of national governance institutions to a unique quadripartite body called “France competences” under the responsibility of the VET ministry basically taking in charge of the management of the NQF repertory and the reallocation via its newly created operators of the collected alternating training funding (as a percentage of companies' paid gross wage bill) by the URSSAF (union for recovering social security contributions and family allowances); c)- promoting the attractiveness and accessibility to apprenticeship by increasing apprentices' wages and extending the age limit requirement to 30 years old, including the creation of a preparatory apprenticeship for disadvantaged candidates (MT, MEN & MESRI, 2018).
In this context, this paper is an analytical investigation into the functioning and performance of apprenticeship including the recently undertaken institutional and governance reform within the perspectives of its future development.
Method
The research investigation in this paper is primarily based on scientific desk research and available statistical data, documentation and performance evaluation studies and reports published by the ministries of education and labour, completed via conducting a set of semi-structured interviews with the representatives of involved stakeholders. The analysis of the outcome of the research investigation is presented through the following basic sections: a)-functioning and inclusive performance of apprenticeship, b)-recent institutional and governance reform of apprenticeship, c)-conclusions and recommendations.
Expected Outcomes
The primary analysis of the outcome of the research investigation shows that apprenticeship is observed to have the highest inclusive performance within the whole initial VET system in terms effective access to work-based learning and employment as 80% of apprentices on average find jobs within a period of six months after the completion of their apprenticeship, reaching even 90% in higher education apprenticeship. This performance is expected to improve in the future following the implementation starting form January 2019 of the recently undertaken institutional and governance reform launched by the Act of the 5th September 2018 for the freedom to choose one's professional future.
References
- ABRIAC, D., RATHELOT, R., & SANCHEZ, R. (2009): “L’apprentissage, entre formation et insertion professionnelles”, INSEE, Formations et emploi, édition 2009, http://www.insee.fr/fr/ffc/docs_ffc/ref/formemp09e.PDF. - BRUNET, S. (2018): “Rapport pour le développement de l’apprentissage: Synthèse de la concertation”, Janvier 2018, Edr. France Stratégie. https://www.ladocumentationfrancaise.fr/var/storage/rapports-publics/184000064.pdf. - DEMONGEOT, A. & FABIENNE LOMBARD, F. (2018): "L’apprentissage au 31 décembre 2017", Note d'information n°18.21, MEN-DEPP-A1, septembre 2018, http://www.education.gouv.fr/cid54794/l-apprentissage-au-31-decembre-2017.html. - DEPP (2018a): “l’éducation nationale en chiffres: 2018”, Direction de L’Évaluation, de la Prospective et de la Performance (DEPP), Ministère de l’Éducation Nationale (MEN), Nov.2018. http://www.education.gouv.fr/cid57111/l-education-nationale-en-chiffres.html. - DEPP (2018b): “Repères et références statistiques sur les enseignements, la formation et la recherche 2018”, Direction de l'Évaluation, de la Prospective et de la Performance (DEPP), Édition 2018, http://www.education.gouv.fr/cid57096/reperes-et-references-statistiques.html. - ILO-IBRD (2013); “Towards a Model Apprenticeship Framework: A Comparative Analysis of National Apprenticeship Systems”, International Labour Organisation (ILO) and World Bank (IBRD) Publication, Geneva, Dec.2013 .http://www.ilo.org/newdelhi/whatwedo/publications/WCMS_234728/lang—en/index.htm. - MARCHAL, N. (2018): “L’insertion des apprentis est marquée par la formation et par la conjoncture économique”, Note d'information n°18.08, MEN-DEPP-A1, mai 2018 - MT, MEN & MESRI (2018): “Transformation de l'apprentissage: L’apprentissage fait sa révolution copernicienne”, Ministère du Travail (MT), Ministère de l’Éducation Nationale(MEN) & Ministère de l’Enseignement Supérieur, de la Recherche et de l’Innovation (MESRI), 9 février 2018, http://cache.media.education.gouv.fr/file/Fevrier/65/7/DP_apprentissage_Web_Bdef_895657.pdf. L’apprentissage fait sa révolution copernicienne. - PESONEL, E. (2018): “L'apprentissage en 2017: Une hausse des recrutements soutenue par l’ouverture de l’apprentissage jusqu’à 30 ans ”, DARES Résultats, N° 048, octobre 2018.https://dares.travail-emploi.gouv.fr/IMG/pdf/2018-046.pdf. - PLF-2019 (2018); “Annexe au projet d loi de finance pour 2019: formation professionnelle”, Jaune Budgétaire "Formation Professionnelle" , Ministère de de l’Économie et des Finance. https://www.performance-publique.budget.gouv.fr/sites/performance_publique/files/files/documents/jaunes-2019/jaune2019_formation_professionnelle-W.pdf - PROGLIO, H. (2009): “Pormouvoir et développer l'alternance: voie d’excellence pour la professionalisation”, Rapport au président de la république, novembre 2009, http://www.ladocumentationfrancaise.fr/var/storage/rapports-publics/104000022.pdf.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.