Role and competencies
The monitoring and regulation of the various training courses set up are ensured by professional development councils.
A CPER is attached to an identified training course. Depending on the specific configurations, this may be a single master mention or a grouping of courses. The number and composition of the development councils shall be decided by the Director on a proposal from the Scientific and Pedagogical Advisory Board.
The 21 training improvement tips
- First degree
- Second degree letters
- Second degree Romance languages
- Secondary languages English, German, Arabic, Chinese
- Second degree history-geography
- Second degree arts
- Second degree mathematics
- Second degree physical and chemical sciences
- Second degree life and earth sciences
- Secondary level general vocational education
- Second degree in SES and Philosophy
- Second degree documentation
- Second degree EPS
- Secondary level biotechnological and medico-social sciences
- Second degree of economy-management
- Educational Research
- Secondary level industrial science and technology
- Secondary level senior education advisers
- Secondary school adaptation to situations of disability
- Training managers and pedagogical engineering
- Professional writers
Rules of procedure of the Inspé
A CPER aims to coordinate the implementation of the training plan, the evaluation of its execution (in collaboration with the training observatory) and to make proposals for changes to the scientific and pedagogical orientation council.
It issues advice and recommendations which are transmitted to the ITC, OAF, COSP and IC so that these bodies, each according to its area of competence, judge the relevance and feasibility of the evolution of the training plans and its organisations.
Each CPER associates in its composition the actors directly concerned by the training to which they are attached, in particular, the teachers and teacher-researchers involved in this training, the persons in charge of the training, the representatives of the Aix-Marseille academy (IA-IPR and/or IEN), the organisations or companies directly concerned by the training and the students enrolled in this training.
The improvement councils are composed of a minimum of nine members and a maximum of seventeen members, including the person responsible for the master's degree or his/her representative.
Each of the training partners is represented in the composition of the CPER:
- the person in charge of the course(s) and possibly his deputies (if necessary Inspé, AMU and/or AU) ;
- 1 to 5 teachers and/or teacher-researchers involved in the training (with a representativeness of the components involved) ;
- 1 to 2 representatives of the Aix-Marseille academy, organisations or companies directly concerned by the training;
- 1 to 2 representatives of the profession ;
- 2 to 4 student representatives ;
- Permanent or occasional guests may be associated with the work of the CPERs.
The composition of each CPER is provided in the annex to the rules of procedure.
Each CPER is chaired by one of the employer's representatives.
When training under the same CPER is organized on several geographical sites, this council may be divided into as many site improvement sub-councils. The competencies of these councils are limited to local training organisations; they cannot replace the Development Council. A provisional calendar of meetings is drawn up at the beginning of the academic year for the coming year.
The invitation to a meeting of a CPER is signed by the Director of Inspé. It shall be accompanied by the agenda and sent to each member of this Council by the person responsible for the entry to which he or she is attached.
The agenda shall be drawn up by the chairman of the CPER on a proposal from the person responsible for the indication.
Minutes of each meeting are drawn up by a session secretary, validated by the president of the CPER, the course manager and the mention manager. The minutes are sent to the members of the CPER and the director of the Inspé, who publicizes them.