Vocational training recommendations for European decision-makers

The only French representative, the National Union of MFR participated for 3 years in PRALINE
(Promoting Adult Learning in Networks), a European project made up of 11 partner organizations (10 European countries). Each organization represented education and vocational training centers, schools or colleges in most cases, with a national dimension. This program made it possible to produce for the European Commission 18 recommendations in terms of professional training, of which here is a summary:

  1. Make learning accessible to everyone, regardless of people’s social background
  2. Diversify learning opportunities and methodologies to meet people's individual needs
  3. Taking into account the green and digital transitions
  4. Guarantee cooperation between training providers and all other stakeholders (institutions, social partners, companies, etc.)
  5. Improve the quality of the learning environment (buildings, facilities)
  6. Improving the attractiveness of education and training professions
  7. Improve the image of professional training among the general public and socio-economic stakeholders
  8. Recognize the social value of apprenticeships, even if they are not focused exclusively on the labor market
  9. Promote peer learning
  10. Support necessary investments in professional training.

But the essence of this program is certainly not limited to the enumeration of these
The recommendations are all very classic. (To measure the effect produced, read the previous article : exchanges of practices between peers rich in lessons).

Ultimately, the primary objective of the project enabled the creation, development and strengthening of partner networks through the prism of good practices identified in each country.

Note that during the final dissemination event of the program, which took place in Rotterdam on Thursday November 30, David HUBBARD, final BAC pro SAPAT student at the Barbaste MFR (47) participated in a round table to make the voices of learners heard. He highlighted the place of experience as a lever for learning and especially insisted on the favorable conditions for the environment to be learning. Thus, the relationship with peers, the tutor and the instructors clearly emerged as a facilitating means. An intervention among highly appreciated training professionals.

_ Philippe Ristord

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