Internationalizing Professional Continuing Higher Education for the Social and Solidarity Economy: A Comparative Analysis of French and International Models. Research Report in Comparative Education and Adult Learning

Overview & Synopsis

The internationalization of professional continuing higher education represents a major challenge for education systems seeking to respond to the transformation of labor markets, the development of lifelong learning, the international mobility of professionals, and the emergence of new organizational models focused on social and territorial impact. Among these developments, the Social and Solidarity Economy (SSE) has become an important field of professional activity and educational development. Cooperatives, mutual organizations, associations, foundations, social enterprises, solidarity-based financial institutions, and other organizations pursuing social, environmental, or collective objectives require professionals capable of managing complex organizations while integrating economic, social, ethical, and territorial dimensions. This research report examines the internationalization of professional continuing higher education for the Social and Solidarity Economy through a comparative analysis of French and international models. It explores the relationship between adult education, professional development, institutional autonomy, national qualification frameworks, continuing higher education, social economy ecosystems, and international credential transparency. The study adopts a qualitative comparative approach based on the analysis of international education and lifelong learning frameworks, professional education models, approaches to social and solidarity economy education, and institutional practices relating to adult learning and professional qualifications. The research argues that the internationalization of professional higher education cannot be reduced to the international circulation of academic programs or the translation of curricula. It requires a broader process involving institutional transparency, competency-based learning, contextual recognition, quality assurance, experiential learning, digital verification, and the ability to interpret educational credentials across different national systems. The report proposes a multidimensional framework for the internationalization of professional continuing higher education in the Social and Solidarity Economy. This framework combines six dimensions: institutional transparency, professional relevance, learning outcomes, experiential pedagogy, international comparability, and social impact. The French experience is examined as an applied institutional case through the development of professional continuing higher education activities oriented toward international management, educational sciences, adult learning, and the Social and Solidarity Economy. The study concludes that the future of international professional education lies not in the uniformity of educational systems, but in the development of transparent, flexible, competency-based, and socially responsible learning pathways capable of connecting adult professionals, educational institutions, organizations, territories, and international partners.