While many companies offer training programs for their employees, it also appears that the “responsibility for employability” has gradually shifted to the workers themselves, who are now expected to take greater control of their careers. “In the past, the boss was seen as responsible for the employee’s development—and even their personal fulfillment—sometimes even beyond the workplace,” notes Michel Ajzen. “But over time, this responsibility for employability has been diluted. ” This trend has been reinforced by new “career scripts,” which are heavily based on mobility. “When I ask students how many employers they think they’ll have in their lifetime, the average answer is six,” the professor continues. “This means that even before entering the workforce, they already have the idea that they’ll move from one employer to another, which can lead them to feel ‘responsible’ for their own careers and thus potentially to pursue training on their own initiative.” 

Getting an education, sure, but in what? And how? As Michel Ajzen explains, this choice depends largely on the “career tactics” adopted by workers. “Depending on their stage of life, they may adopt tactics that are more employment-oriented, with the goal of quickly securing a job to make ends meet,” he explains.

Furthermore, training periods are often seen by workers as a breather: an opportunity to step back and “lift their heads up from the handlebars” in what is often a high-pressure workday. This “break” is now governed by various policies. For example, the law of October 3, 2022, guarantees private-sector employees an individual right to training equivalent to 5 days per year for full-time workers. This training may be organized by the employer or left to the employees’ discretion (subject to the employer’s oversight). “However, some companies are not required to guarantee this right to their employees. This is particularly the case for companies with fewer than ten employees,” explains Charlotte Lambert, an associate professor and specialist in labor law. “In labor law, there are also collective bargaining agreements that supplement the law on a sector-by-sector basis and may provide for additional days of training.” 

When an employee wishes to pursue more extensive training—for example, a university certificate program that typically lasts more than five days per year—they can also take advantage of other programs that allow them to maintain all or part of their pay. “Paid educational leave, or CEP—which falls under regional jurisdiction—allows employees to take a recognized training course of at least 32 hours, including initial training,” explains Charlotte Lambert. “The employee retains their pay, while the employer is compensated by the ONEM.” 

The other option is “training-related” time credit: this regional program, which exists only in the private sector, allows employees to temporarily reduce or suspend their working hours without affecting the validity of their contract. In this case, the employee receives compensation directly from the ONEM, subject to certain age and seniority requirements. Time credit is also limited to a period of 36 months. “These various programs are not necessarily well known to the public,” comments Charlotte Lambert, “which also explains why many people are discouraged from pursuing training, particularly out of fear of losing their job or having to reduce their working hours and, consequently, their pay.” Furthermore, they are only available to workers with relatively stable employment status (permanent contracts, long-term fixed-term contracts, etc.). “Specific but similar mechanisms exist in the public sector. For the self-employed, however, taking paid leave or using time credits is not an option. They must therefore bear the indirect cost of their training themselves,” the labor law specialist adds. 

Given the need for worker training, universities naturally have a role to play. The “Paysage” decree of November 7, 2013, stipulates that they are authorized to organize continuing education programs accredited by ARES (Academy of Research and Higher Education). “Under the terms of the decree, continuing education does not refer to bachelor’s or master’s degrees, but rather to certificates,” explains Charlotte Lambert. Thus, to avoid any misunderstanding, students should be aware that earning a university certificate is not the same as earning an academic degree and therefore does not confer the same advantages in the job market. 

On the other hand, there is indeed the possibility for working professionals to earn a bachelor’s or master’s degree through part-time study, as is the case at the UNamur School of Law. “The unique feature of a bachelor’s degree—and ideally a master’s degree—is that it represents a true fresh start,” emphasizes Mathieu Rolain, academic coordinator of this program and researcher at the Vulnerabilities & Societies (V&S) Center at the Transitions Institute. “Often, it’s a complete career change and sometimes even the fulfillment of a dream: some are 50 years old and are about to begin their bar exam preparation…”. In Block 1 of the Faculty of Law’s part-time program, there are about 50 to 60 enrolled students each year: 10 to 15 of them will graduate in Block 3. “These students are extremely supportive of one another; they share their notes and help each other out when one of them is struggling,” observes the coordinator. 

In the same vein, UNamur is committed to tailoring its programs as best as possible to this group. “Many have family responsibilities and sometimes live far from Namur,” continues Mathieu Rolain. “All of our classes are therefore recorded and posted online. We also give them access to staff parking lots and notify them of exam dates well in advance… We try to show them that we support them and understand them. ” Because for these adults with busy professional and personal lives, (re)starting university studies “in evening classes” requires extraordinary discipline and determination, as well as the unconditional support of those around them. “I really admire them a lot,” enthuses Mathieu Rolain. “To me, they’re superheroes. We’ve had medical specialists who came in after their workday, single parents… They’re very unconventional individuals with brilliant backgrounds. They’re also a very demanding group who are always watching your every move—which, for us teachers, is incredibly stimulating.” Because by opening its doors to an experienced audience, the academic world, too, continues to learn. 

Since the 1980s, the University of Namur has distinguished itself through its expertise in continuing education for teachers, covering both didactic and psychopedagogical aspects. 

“It was the Faculty of Philosophy and Letters that initially launched this initiative to offer what were then called ‘refresher courses’ to French teachers,” says Sandrine Biémar, coordinator of the Center for Continuing Education for Teachers at the Faculty of Education and Training Sciences (FaSEF), a professor, and a member of the Institute for Research in Didactics and Education (IRDENa). “ Subsequently, more general training courses on psychopedagogical aspects followed: these were initially organized by the Department of Education and Technology, which has since become FaSEF. Similarly, in the 1990s, the Faculty of Sciences and the Faculty of Economics developed their own centers for continuing teacher education.” These four centers for continuing teacher education are now united under the “Salle des Pros.” 

While the decree of June 17, 2021 (Book 6 of the Education Code) formalizes the rights and duties of teaching staff regarding continuing education, this is by no means a new concept for the profession. 

“The profession is so complex and subject to so many changes—particularly in curricula and teaching methods—that it is important for teachers to view their career as a continuous process,” insists Sandrine Biémar. “That is why, starting with initial training, we inform students about these opportunities for continuing education.” 

The goal is to train “reflective practitioners” capable of questioning their own practices in order to refine and adapt them over time.

 “We try to bridge the gap between the world of research and the world of practice: so that we can inform teachers about new studies, but they can also inform us about what’s happening in the field,” the coordinator continues. “The Salle des Pros serves as this space that opens us up to the world.”

Arriving in Namur mid-morning, His Majesty the King was welcomed in the courtyard of the Faculty of Sciences by the Rector of UNamur, Annick Castiaux; the Governor of the Province, Denis Mathen; the Acting Mayor of Namur, Charlotte Bazelaire; and the Director-President of Henallux, Benoit Dujardin. Upon entering the Faculty of Sciences, he also met with the Director of IMEP, Guido Jardon; the Vice-Rector for Education, Laurent Schumacher; the Dean of FaSEF, Sephora Boucenna; and the Director of the Henallux Department, Alain Bultot.

In Namur, the University of Namur is collaborating on this initiative with Henallux (Haute École Namur Liège Luxembourg) and IMEP (Institut Royal Supérieur de Musique et de Pédagogie). These programs, launched in 2023–2024, have revolutionized the system, now requiring all new teachers to obtain a master’s degree in education. In this context, it was important for UNamur to highlight these students and to emphasize the importance of compulsory education and the essential role of teachers in society.  

Following the session, His Majesty the King participated in four workshops designed and led by students from UNamur, IMEP, and Henallux, in collaboration with their professors. 

1. The first workshop focused on the challenges facing the teaching profession and schools: equality, inclusion, the development of critical thinking, and sustainable development. 
2. The second, titled “Teaching, Inclusion, and Diversification—How Can We Help Each Student Reach Their Full Potential?”, emphasized adapting teaching practices to the diverse needs of students. This diversity was presented as a valuable resource in the learning process. The workshop aimed to illustrate process-oriented work and how to utilize various learning approaches. 
3. The third workshop, “Teaching with a Focus on Sustainable Development,” invited participants to reflect on how education can foster responsible citizens in the face of environmental challenges. 
4. The final workshop, “Integrating Critical Thinking Elements into Teaching in the Age of Generative AI,” offered four practical exercises for students to practice their critical thinking skills: distinguishing between real images and AI-generated images, using AI appropriately and critically, raising awareness of deepvoice—a technique that allows for the faithful reproduction of a person’s voice—and the paradigm shift in AI education within the school setting. 

To conclude the morning, the students had the honor of sharing a meal with His Majesty the King to continue these moments of exchange. 

Camille Haidon, a bachelor’s student in education, S3 track (Mathematics and Digital Education) 

“When I heard we had the chance to attend a morning event with the King, I volunteered right away. It’s a once-in-a-lifetime experience that I’ll likely only have once in my life. Preparing for this meeting, having the courage to speak in front of the King, and sharing a meal with him—it’s an incredible story I’ll remember for a long time.” 

Laura Diaz-Bayon, master’s student in Section 4, Chemistry track 

“The King showed great interest in our workshops; he asked us many questions, and we felt valued and truly heard.

During the meal, there were no taboos. He asked us why we had chosen the teaching profession and really let us speak. He was very grateful for our dedication. I think this will remain one of the most beautiful moments of my life.”

Raimu Marquet, master’s student in Section 5, physics track

“The King was an incredible listener; he was deeply curious and sincere. He asked us about the behind-the-scenes aspects of the teaching profession and our expectations… It was a very enriching experience.

I also want to highlight the incredible energy and dedication that FaSEF brings to the implementation of the RFIE.”

ChatGPT, Copilot, Grok, Mistral, NotebookLM: artificial intelligence tools are becoming widespread in schools, universities, and businesses. However, until now, there has been no way for users to know how reliable these educational chatbots are. AI Score, a new tool developed by researchers at UNamur, fills this gap by measuring the educational reliability of chatbots. "AI Score is to chatbots what the speedometer was to cars," says Professor Michaël Lobet, one of the authors of the research. "The arrival of the automobile at the beginning of the 20th century revolutionized usage... but it was the invention of the speedometer that made it a controlled and reliable tool. Today, educational chatbots and other chatbots used in businesses in general are at a similar stage: powerful and exciting, but without reliable control instruments. The AI Score aims to be that speedometer," he explains.

In the same way that NutriScore, EcoScore, and PEB certification help citizens make informed choices, AI Score provides a simple and immediate reading of the level of trust that can be placed in a chatbot. "At a time when trust in generative AI is becoming a societal issue, AI Score guides teachers and companies in their choice of tools to put in the hands of their students or customers," says Dr. Miguël Dhyne, scientific collaborator at UNamur, educator, and physics researcher. "It can also help institutions evaluate AI solutions before deployment or verify their reliability over time," he adds. 

It evaluates four essential dimensions:

• Initial performance: Does the AI respond correctly the first time?
• Robustness: does it maintain its response when questioned?
• Self-correction ability: does it recognize and correct its mistakes?
• Unreliability: does it contradict itself or lose track of the conversation?

To evaluate these four dimensions, each chatbot is subjected to a test carried out under identical conditions to ensure fairness and comparability. 

The chatbots are first subjected to a set of 10 multiple-choice questions, carefully selected to highlight any errors or hesitations in the AI. These questions are therefore designed to be discriminating and have a balanced level of difficulty. 

After each response, the chatbot is prompted again to verify that it maintains its position, admits an error, or does not contradict itself. 

Since AI does not always respond in the same way from one test to another, the test is performed five times. This ensures that the result truly reflects the capabilities of the chatbot. 

These criteria are based on the standards ISO/IEC TR 24028:2020 and ISO/IEC 42001:2023.

Each model tested is then given an overall score and a letter grade, similar to the scores used in food or energy ratings.

It has recently been demonstrated that methods for ranking large language models (LLM leaderboards/Chatbot Arena) based on popular votes are not very robust to changes in a few preference votes. Malicious votes, evaluation biases, popularity effects, or data leaks can therefore impact the rankings on which business, investment, marketing communication, and educational and technical decisions are based. "In contrast, the AI Score offers a robust, reliable, and transparent method that anyone can apply independently to judge the relevance of their tested platform," add the Namur researchers.

The AI Score is available free of charge to the general public, teachers, journalists, institutions, and anyone wishing to objectively compare the performance of chatbots: https://aiscore.academy

The site offers:

• free access to the methodology,
• examples of scores,
• educational resources,
• and, soon, enhanced documentation based on feedback from early users.

Making the protocol available to the general public makes it easy to reproduce and apply to different models. The researchers therefore invite the community to familiarize themselves with the tool and contribute to its improvement. The AI Score is an open initiative that is designed to be scalable and to continuously improve based on user feedback. 

The AI Score was developed by a multidisciplinary team of researchers at UNamur: 

• Prof. Michaël Lobet: F.R.S.-FNRS qualified researcher at the University of Namur and Professor in the Department of Physics. He is also affiliated with Harvard University.
• Dr. Miguël Dhyne: scientific collaborator at UNamur, educator and researcher in physics, expert in educational innovation, EdTech, and educational AI. His role is to design practical solutions and train teachers in the use of digital tools.
• Laurence Dumortier: holder of a PhD in Mathematical Sciences from the University of Namur, IT specialist at the TICE Unit (UNamur/FaSEF). She also supports teachers in mastering educational technologies.
• Jean-Roch Meurisse: IT specialist at the TICE Unit (UNamur/FaSEF), where he is responsible for co-administering and developing the institutional LMS. He is responsible for supporting teachers and researchers in the selection, implementation, and development of digital teaching tools. 

The tool has been submitted for scientific publication and is currently being reviewed. 

The University of Namur is establishing itself as a key player in artificial intelligence (AI) by integrating this technology into its teaching programs, conducting cutting-edge research on the subject, and putting its expertise at the service of society.

International Women's Day (UN), also known as "International Day of Struggle for Women's Rights" (UN Women), is celebrated every year on March 8. This day highlights the struggles for women's rights and, more broadly, for the elimination of inequalities between women and men.  

Although International Women's Day was made official by the United Nations in 1977, following on from the International Women's Year proclaimed in 1975 by the UN General Assembly, its origins date back to the social movements that emerged in North America and Europe at the turn of the 20th century. 

The fight against gender discrimination is a priority at UNamur, which is firmly committed to promoting gender equality, non-discrimination, and respect for diversity.  

UNamur's goal is to create an inclusive university community where everyone can thrive, regardless of gender. By embracing diversity and taking concrete measures, the university affirms its commitment to a more equitable society based on the values of justice, inclusion, and respect for human dignity.