International and Comparative Perspectives
Edited By Susanne Lattke and Wolfgang Jütte
Professionalisation: Issues, meanings and ways in the French context
← 44 | 45 → Richard Wittorski
The theme of professionalisation is a social subject in many countries. This article aims at better understanding what professionalisation means in social contexts, work and training social practices implemented in France. To achieve this, we will proceed in two stages: First we will discuss the issues and the meaning of professionalisation through focussing on some significant research. Secondly, we will present some more specific benchmarks to define what we think as and call the “ways of professionalisation”.
The theme of professionalisation is a social subject in many countries. In this paper we study the French context. In France, interest in professionalisation is important in many fields of activity because of significant changes in work and forms of training over decades.
In the field of work first, one sees new activities (helping the person work for example) and a transformation trend in professional activities which used to be fairly stable (administrative jobs…) This change necessitates considering formalising these activities often by referentialisation practices for instance.
In the field of education, there are many regulations: international ones (OECD), European orders (Bologna process and Lisbon for example) and national ones (French Laws of 2004 and 2009 about vocational training for instance). Professionalisation is subject to a strong prescription at the level of training offer but also at the level of individuals’ professionalisation, in connection with the regular use of the word “competence”.
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