International audienc

A specific feature of French educational system is school based vocational training. This kind of schooling, which started at the end of the 19tln century, is the result of cooperation between State and managers from the most advanced fields of industry and trade. So, State intervention was not one sided, and was oriented towards fulfilling expectations of industrial fields that had great strategic and commercial importance for the Country. Until the second World War, State maintained a degree of intervention, acceptable in a liberal economy setting, as an incentive for private companies to regulate training by themselves : it created a diploma, the "CAP", and an apprenticeship tax. Because of war, Vichy's government, Liberation and demographic decline, public intervention increased and schooling became more widespread. A "French model" of schooling diploma-centred, emerged with declared support of the most dynamic fields of industry and trade which later questioned it, and school based vocational training is now challenged by other forms of vocational skills acquisition. However 40 % of pupils of an age group are still trained at school.

La réforme du bac professionnel en trois ans : vers un renforcement de la convention professionnelle dans le système éducatif français ?

Le Bac Pro a 30 ans Les lycéens professionnels et la réforme du bac pro en trois ans : nouveau contexte, nouveaux parcours ?Which are the effects of the reform of the professional baccalaureat on the pathways of the vocational high schools pupils ? Französische Fachgymnasiasten und die Reform des Berufsabiturs (Reduzierung auf 3 Jahre Unterricht) : neuer Kontext, neue Laufbahn ? Los alumnos de escuelas técnicas y la reforma del bachillerato técnico en tres años : ¿nuevo contexto, nuevos itinerarios ?

For two decades National Education has known important transformations of its operating modes and principles which govern them. Created in 1991, the University Institutes for Teachers'Training (Instituts Universitaires de Formation des Maîtres) were one of the laboratories of these evolutions. Therefore, the trainers have had to undergo new constraints, of which some can appear sufficiently contradictory to look like what psychologists called paradoxical injunctions. The trainers of technical and vocational teachers were particularly exposed with these constraints. Heirs to an autonomous system of training, they had to learn how to carry out multiple adjustments to collaborate with colleagues whose cultures are extremely different from theirs. But they also had to make the experiment of the dominated situation which is traditionally the situation of technical teaching in the French education system as soon as it is associated with academic courses. Strongly implicated in their job, they nevertheless express a feeling of suffering during work which reminds of similar observations made in other professional situations.