Diplômes et certification de branches dans les conventions collectives

Jobert, Annette; Tallard, Michèle

doi:10.3406/forem.1995.2132

Cited by 21 publications

(6 citation statements)

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“…Il apparaît au terme de cette recherche qu'il existe différents styles de stagiaires opérationnels, de même qu'il existe plusieurs profils d'enseignants efficaces sur le terrain. Les stagiaires rencontrés conduisent à penser qu'à partir du n France, le terme de certification appliqué au secteur de l'éducation et de la formation s'est développé plus tardivement que dans les pays anglosaxons (Jobert & al. 1995).…”

Section: Resultsunclassified

Pour une approche sociohistorique de la grève enseignante

Robert¹,

Tyssens²

2007

Éducation Et Sociétés

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e présent dossier part du postulat selon lequel le phénomène de la grève enseignante, généralement peu étudié, constitue un révélateur des idéologies, des tensions identitaires et déontologiques propres au groupe professionnel considéré. Il s'appuie sur des travaux menés dans le cadre de l'ISCHE (International Standing Conference for the History of Education) lors de différentes sessions (Genève 2004, Sydney 2005, Umea 2006). Les auteurs font l'hypothèse que la grève joue le rôle d'une clé analytique permettant d'aller au coeur des identités professionnelles enseignantes, non en partant des seuls discours sur soi mais des pratiques mises en oeuvre par le groupe lui-même et par ses organisations représentatives à l'occasion des différentes formes de suspension ou modification du travail, que celles-ci soient simplement discutées ou effectivement réalisées. L 6 Mobilisations et grèves enseignantes Éducation et Sociétés n° 20/2007/2

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Section: Resultsunclassified

Pour une approche sociohistorique de la grève enseignante

Robert¹,

Tyssens²

2007

Éducation Et Sociétés

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“…In France, sociologists have been critical of the idea of centralisation/decentralisation, thus questioning the impact of the "hierarchy of norms" that prevailed in labour law until the Macron Ordinances. In opposition to the idea of a predominant centralised and unified system with legal norms, from which derogation is possible only if it is more favourable to the worker, and with national agreements stronger than sectoral agreements, themselves superior to company agreements, scholars have emphasised the relative autonomy of bargaining levels (Jobert et al, 1993). A central feature, common to both countries under study, is that each level of bargaining has its specific actors and a "certain degree of autonomy and therefore evolves according to its own rhythm and internal dynamics…the coordination of the system is guaranteed, also because each actor has its own institutions of coordination" (Jobert et al, 1993).…”

Section: Comparative Conclusionmentioning

confidence: 99%

Pathways in Decentralised Collective Bargaining in Europe

2023

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This chapter addresses different types of institutional change in collective bargaining regimes and the underlying mechanisms. In recent decades, collective bargaining coverage has decreased in liberal market economies like Ireland and Poland. But also in coordinated economies, such as Germany, sectoral bargaining has eroded as a result of employers' strategies. Governments in southern European countries have established opportunities for company bargaining in (complex) layering structures. This chapter further addresses beneficial factors for balancing power relations between collective bargaining parties at the decentralised level, based on company case studies. Best cases of "organised decentralisation" are found in manufacturing. Decentralisation in retail is problematic. The chapter concludes with the challenges for trade unions in Europe.

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“…Concerning the contractual links, there has always been a ‘cult of the diploma’ in the French system. This is illustrated by the obligation to sit for competitive examinations (concours) to enter the civil service, as well as by the references that have been established between the level and speciality of the diploma and professional classification in the collective agreements of branches that are co‐signed by the social partners (Jobert & Tallard, 1995). Unfortunately, there are few recent studies on this aspect of the training‐employment relation.…”

Section: Encouraging Transparency For the Usersmentioning

confidence: 99%

The French Vocational Education and Training System: like an unrecognised prototype?

Bouder¹,

Kirsch²

2007

Euro J of Education

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The genesis of this article is based on the observation by the authors that the French training system has witnessed an evolution since the 1970s that corresponds to the one that was later recommended by the European authorities, i.e.: the creation of a national qualifications framework that integrates general and vocational training and initial and continuing education; a description of qualifications in terms of occupational standards that corresponds to learning outcomes and includes the concept of competence. Hence, the proposal of an article in two parts: the first describes the construction process of a national qualifications framework in France. It gives the highlights of the debates that accompanied this construct and stresses the closeness one can find with the present discussions at the European level; basing itself on this, the second part of the article assesses the results of the implementation of this system in relation to the European goals such as the shift from a system that is steered by supply to one that is steered by demand and the better coherence of qualifications and their transparency for the users.

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Diplômes et certification de branches dans les conventions collectives

Cited by 21 publications

References 0 publications

Pour une approche sociohistorique de la grève enseignante

Pour une approche sociohistorique de la grève enseignante

Pathways in Decentralised Collective Bargaining in Europe

The French Vocational Education and Training System: like an unrecognised prototype?

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