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What part should the company take in the vocational training of young people?\u00a0The question is not new, nor are the demands for a match between the courses offered and the needs of companies.<\/p>\n
There are many relationships between schools and companies.\u00a0Putting it into perspective makes it possible to identify the great diversity of experiences over time.\u00a0And this story is a source of reflection as yet another and contested\u00a0reform of vocational education<\/a>\u00a0is underway in France.<\/p>\n If the creation of schools in certain factories can already be identified in the 18th\u00a0century\u00a0, the second half of the 19th\u00a0century\u00a0saw attempts intensify to introduce the workshop into the school, develop schools for\u00a0apprentices<\/a>\u00a0or question the limits on-the-job learning.<\/p>\n We cannot claim to give an exhaustive account of all the situations, given the great variety of companies, their sectors of activity or the resources they can and want to devote to the vocational training of young people.\u00a0However, since the beginning of the 20th\u00a0century\u00a0, three configurations can be discerned in their relationship with the school.\u00a0These reflect a sedimentation and interweaving of conceptions and practices in which different actors assert themselves unequally.<\/p>\n On the threshold of the 20th\u00a0century\u00a0, many actors and observers are worried about a\u00a0“learning crisis”<\/a>\u00a0linked to technical changes, the expansion of new economic sectors, transformations in the organization of companies .<\/p>\n The law of July 25, 1919, known as the\u00a0Astier law<\/a>\u00a0, generally seen as the founding act of technical education in France, introduced a training obligation for companies and their workforce.\u00a0Young girls and boys under the age of 18 employed in commerce and industry must take courses organized by companies, municipalities, chambers of commerce, chambers of trade or professional associations.<\/p>\n Although this provision is unequally respected, it lays the foundations for an alternation inspired by what is practiced in certain German L\u00e4nder.\u00a0It also identifies the issue of a qualitative improvement of the apprenticeship practiced in many companies.\u00a0The creation of the apprenticeship tax, in 1925, and the development of the professional aptitude certificate (CAP) created in 1911 and consolidated in the law of 1919, provide levers for regulating apprenticeship by the administration of technical education.<\/p>\n From the beginning of the 20th\u00a0century\u00a0, preparation for the trade, whether general or specialized, took other forms than this apprenticeship in the field.\u00a0Thus, the introduction of\u00a0manual work<\/a>\u00a0in the primary school of the Third\u00a0Republic\u00a0is done without direct link with the companies, with the exception of donations of material allowing to equip the classes, possibly of visits.\u00a0Schools of arts and trades, practical schools of commerce and industry or even\u00a0national professional schools<\/a>\u00a0, which welcome students after the end of compulsory education set at 13 years, and even 16 years for some, dedicate a sometimes preponderant part of the work in the workshop.<\/p>\n The links between companies and these schools are often close: financial support, participation of company representatives in establishment improvement committees or examination boards (CAP in particular), school visits to companies, placement at the end of the training.\u00a0The achievements are multiple and sometimes ambitious, anxious to testify to the interest of the Republic for the working class.<\/p>\n The birth of a\u00a0mass professional education<\/a>\u00a0is located especially during and after the Second World War, through the centers of apprenticeship.\u00a0It is time for the\u00a0\u201ceducation of apprenticeships\u201d<\/a>\u00a0, to use Antoine Prost’s expression, even if many young girls and boys enter the labor market at the end of compulsory schooling.<\/p>\n With the extension of schooling up to 16 years, decided in 1959, many companies, including large firms such as Schneider, the SNCF or Renault, outsourced the training of young people, and relied on technical education colleges in closing their own schools.\u00a0The affirmation of the school standard tends to relegate the students most in difficulty to vocational education \u2013 whereas previously they left school at 13, then 14 from 1936 \u2013, with a prospect of entry fast in working life.<\/p>\n To define the programs, the advisory professional commissions constitute, sector by sector, a place of construction and definition of the diplomas where employers and employees are represented under the crook, most often, of civil servants of the National Education.<\/p>\n The trend towards bringing together apprenticeship courses, under contract, and vocational high school courses, under school status, can be measured by the growing share of time spent in apprentice training centers (CFA) for the former, in business for the seconds.<\/p>\n Created in 1966 and reinforced by the 1971 law on apprenticeship, the CFAs are a place for experimenting with work-study training, despite varying rhythms given the diversity of their managing bodies, the human and financial resources available and the variations in the economic dynamism of the sectors of activity for which they train young people.The persistence of on-the-job learning<\/strong><\/h4>\n
Vocational schools<\/strong><\/h4>\n
The rise of a pedagogy of alternation<\/strong><\/h4>\n
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