In the professional field and more generally in professional training. The setting up of alternating training periods in establishment & training. center and PFMP or internship are already. leading the teams to think about their sessions. Education
The new legislative framework, and in particular the establishment of apprenticeship. training actions reinforce the importance of this specific engineering. which consists in articulating and linking the different training periods in the establishment. and company working on the pedagogy of the alternation within an. apprenticeship training action means thinking about the different places of infrequent training articulation.
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At The Time Of Contracting Between The Young Person, Employer and CFA (Training Agreement)
The construction of such a course can base on various pedagogical methods. of which pedagogical differentiation is the heart. Work is to be carried out to allow real trips back and forth between the two training sites. focusing particularly on apprenticeships, their reinvestment, the obstacles encountered. It assumes the existence of a project involving the apprentice, between CFA trainers. and the employer with the apprenticeship master.
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Identify the professional activities and skills listed in the benchmark. of the defined training course. (benchmark of professional activities and certification for our diplomas)
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Identify the possible training places for these activities/skills. and the training potential of each of them: training centre. employer, other possible places considering in particular European or international mobility,
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Work on complementarities between training sites (opportunities, limits and constraints),
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Set benchmarks for progressivity over time (nature and complexity of activities).
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It must integrate professional and general education. From these elements, the pedagogical progressions in CFA can then decline.
When The Young Person In Training Arrives
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Establish a pedagogical positioning of the apprentice to measure the skills acquired on entry,
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Prepare the apprentice on his arrival with the employer (essential preliminary skills).
During The Training Cycle
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Take into account and reinvest the activities and skills carried out in a company,
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Set up back and forth trips between training locations using the work-study booklet, shuttle sheets, etc.
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Establish a teacher/trainer relationship and regular learning master to readjust the. training plan defined during the contracting phase.
The construction of such a course can base on various pedagogical. methods of which pedagogical differentiation is the heart. Work is to be carried out to allow real back-and-forth. between the two training sites, focusing particularly on apprenticeships, their reinvestment. the obstacles encountered. It presupposes the existence of a project involving the apprentice. between the CFA trainers and the apprentice master.
In vocational training, for an apprenticeship to be successful, the person training must be able to install it in activities. and contexts different from those encountered in a training situation. Thus, it considered that the learner’s competence gets when he can transpose. it into different training or work situations that he encounters.
Alternation responds to this principle. It is based on the continuous transfer of skills, integrating knowledge. and know-how, from the “training” situation to the “production” situation and vice versa.
It, thus, engages teachers and trainers in a specific pedagogical approach: setting up training. That alternates phases of contextualization (the learner works on the skill in a given professional context. Real or simulated) and decontextualization (the learner identifies the activity carried out. The elements linked to the context and the “invariants” to enable it to mobilize the skills. worked on in future professional situations).
The Duration Of Training Of Professional Diplomas Prepared By Apprenticeship
By duration of the training, it is necessary to understand the apprentice’s activities with the employer and CFA training.
Taking into account the initial level of skills of the apprentice or the skills acquired. (where applicable, during mobility abroad. during a military activity in the operational reserve, during civic service. during” military service or when hiring as a volunteer firefighter – article L6222-7-1 of the labor code). It gives rise to a decision by the training organization following an educational positioning. in compliance with the expectations of the regulatory framework. of the certifier in the perspective of registration for the exam.
For professional diplomas relating to national education, decree n ° 2020-624 of May 22, 2020. which has transposed to the education code, applies apprenticeship contract.. and the training agreement.
Focus On The Duration Of CFA Training
For professional diplomas relating to national education, decree n 2020-624 of May 22, 2020. Which has transposed to the education code, applies.
The least CFA training periods required for registration for the exam are as follows:
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Cap: 800 hours (2 years) or 400 hours (1 year)
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Professional baccalaureate: 1,850, 1,350, or 675 hours (for three years, two years or one year)
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Extra mention: 400 hours (1 year)
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Professional certificate: 800 hours (2 years) or 400 hours (1 year)
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Fine crafts certificate: 1350 hours (2 years) or 675 hours (1 year)
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BTS: 1350 hours (2 years) or 675 hours (1 year)
These duration recommendations can be prorated according. to the actual duration of the apprenticeship contract. ( Decree n ° 2020-624 of May 22, 2020, amending the provisions of the education code relating. to the duration of training in apprenticeship training centers. For the preparation for the diplomas of the certificate of professional aptitude. the professional baccalaureate, the professional certificate, the crafts certificate, the more mention. and the higher technician certificate).
Taking into account the initial level of skills of the apprentice or the skills acquired. the duration of training may be less than that planned (where applicable, during mobility abroad. during a military activity in reserve operational, during civic service. during military volunteering or when engaging as a volunteer firefighter – Article L6222-7-1 of the labour code ). It gives rise to a decision by the training organization following an educational positioning. in compliance with the expectations of the regulatory framework. of the certifier in the perspective of registration for the exam.
The duration of the contract is defined as a tripartite agreement between the employer. CFA and apprentice or his legal representative, annexed to the apprenticeship contract.
Pre-Apprenticeship
The pre-apprenticeship consists of a support path designed to identify. the young person’s skills and knowledge. develop his relational prerequisites, and secure entry into an apprenticeship contract. It thus aims to:
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Join basic skills which may be insufficient to start learning well;
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Strengthen interpersonal skills and professional interpersonal skills to sign a learning contract. and integrate into the professional world;
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You are maturing your professional project to prevent termination. of the apprenticeship contract. which sometimes occurs during the first weeks.
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The duration of the support varies from a few days to several months, depending on the situation of the young person and the project he is pursuing. It usually takes place in a CFA.
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The public concerned: young people aged 16 to 29 wishing to access an apprenticeship, and more :
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Young people residing in priority districts of the city policy (QPV) or rural revitalization zones (ZRR)
The Educational Control Mission
Each certifying ministry sets up a pedagogical control mission for the training courses prepared. by apprenticeship leading. to a diploma falling within its competence. This mission made up, for National Education, of inspectors, experts appointed. by the regional/national joint employment committees. (CPRE / CPNE) and experts appointed by the consular chambers. (Chamber of Commerce and Industry CCI and chamber of trades and crafts CMA) and placed under the authority of the rector of the academy.
Pedagogical control must ensure that the training provided allows the acquisition. of the expected knowledge and skills provided for by general education programs and the reference system. under good conditions and to complete the diploma.
The methods. and tools (work-study training, suitability of teaching equipment/tasks. entrusted to the company); the duration of training; the skills of trainers and teachers.
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