Learning For Kids

The transformation of the vocational path sets an objective of the presence of apprenticeship in each vocational school: it is a question of offering each young person the possibility of building their course according to different methods of alternation (school or apprenticeship), d” organize this course in a flexible and personalized way and secure it by the presence, within the same place, of training under school status and apprenticeship. 

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Vademecum Implementing apprenticeship in National Education

The vademecum Implementing apprenticeship in national education is structured in four parts presenting:

· The key elements of the new legislative and regulatory framework for an apprenticeship,

· The challenges of work-study training and measures to transform the professional path into an apprenticeship,

· The different forms that learning can take within national education,

· Support for reflection by academic teams and EPLEs to facilitate the implementation of learning.

The Training Contract

The training contract is a written employment contract of limited duration (CDD) or indefinite duration (CDI) between an employee and an employer. It allows the apprentice to follow a work-study program during which he is paid, under the responsibility of an apprenticeship master in a company and an apprenticeship training centre (CFA)—certified by a diploma or a professional title.

It is a period of 6 months to 3 years.

It is to youth at least 16 years, that is to say, people entering their 16 th year (15 years and one day) who have completed their college cycle (patent obtained or not) and under 30 years (completed 29 years) on the date of conclusion of the contract.

Apprenticeship is therefore based on the principle of alternation between theoretical and practical education in an apprenticeship training centre (CFA) and teaching of the trade with the employer with whom the apprentice has signed his contract. The apprentice must be accompanied by an apprentice master, proving sufficient professional experience and qualification. This apprenticeship master must have the status of an employee of the company or even be the employer himself.

Apprenticeship Training Actions

The purpose of the apprenticeship training actions is to:

1. Allow workers with an apprenticeship contract to obtain a professional qualification leading to a diploma or a professional title registered in the national directory of professional certifications;

2. Provide general training associated with technological and practical training to workers with an apprenticeship contract as well as to apprentices from the European Union moving to France, which complements the training received in the company and is structured with her ;

3. Contribute to the development of the knowledge, skills and culture necessary for the exercise of citizenship;

4. To contribute to the development of the aptitude of apprentices to pursue studies by way of apprenticeship or by any other means.

The general, theoretical and practical training offered to the apprentice must enable him to acquire:

· A vocational diploma from secondary education, including in particular vocational aptitude certificate (CAP), vocational baccalaureate, vocational certificate, additional mention, etc. ;

· A higher education diploma: higher technician certificate (BTS), university diploma in technology (DUT), professional licenses, engineering diplomas, higher business school diplomas, DN MADE, DCG, DSCG etc. ;

· A professional title registered in the national directory of professional certifications (RNCP).

Vocational high schools and apprenticeship

Vocational high schools have long and established experience in work-study and apprenticeship. The training periods in a professional environment (PFMP) are an integral part of training organized in alternation. In apprenticeship, these experiences are often, and whenever possible, the establishment of homogeneous groups of apprentices. However, in its new legislative and regulatory framework, it can lead to forms of organization that have appeared more recently and are less widespread, mixing audiences within the same group or integrating learners who will change their status during their course.

 The objective is to strengthen the vocational school by opening it more towards apprenticeship, to:

· Better respond to the demands of students and their families both in the development of work-study programs and in securing the training course,

· Contribute to the promotion and influence of vocational education, the ambition of the transformation of the professional path, · Provide vocational schools with an even stronger foothold in the vocational training landscape and a position open to all forms that training can take.

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