Histoire de la formation professionnelle dans le batiment et les travaux publics 1950-1990

History of vocational forming in building trade and public works 1950-1990

• Auteur / Autrice : Pierre Benoist
• Direction : Patrick Fridenson
• Type : Thèse de doctorat
• Discipline(s) : Histoire
• Date : Soutenance en 1998
• Etablissement(s) : Paris, EHESS

Mots clés

Mots clés contrôlés

Formation professionnelle

Travaux publics -- Personnel

1945-1990

France

Formation

Construction -- Industrie -- Personnel

Résumé

1) premiere periode (1950-1970) : predominance des services d'etat :education nationale, formation professionnelle des adultes ( fpa). 2e periode(1970-1990) : developpement de l'apprentissage et de la formation continue. 2) les flux de personnel forme ne repondent a aucune norme par suite de l'absence politique du personnel et de l'insuffisance de la politique de la construction. 3) ii n'existe pas un systeme de la formation du btp, mais quatre systemes (ecole, ap- prentissage, fpa, fc). A chaque mode de formation correspond un systeme institutionnel particulier. 4) on remarque la perennite des metiers, la permanence des discours, la mefiance a l'egard des enseignements abstraits et des nouveaux diplomes, un attachement paradoxal d'une partie de la main-d'oeuvre a la profession. 5) le rythme particulierement lent des evolutions s'explique par la permanence des procedes techniques de travail et par l'identification aux formations des categories socio-professionnelles, qui demeurent relativement stables. 6) ceci laisse penser qu'il existe un temps de la formation qui releve de la longue periode.

1) first period (1950-1970): predominance of governmental services: national education system, vocational training for adults, fpa. Second period (1970-1990): expansion of apprenticeship and continuous training. 2)due to the lack of a personnel policy and the deficiencies of the construction policy, the successive years of trained personnel do not correspond to any background outline or standard. 3) four separate systems are at hand (the school, apprenticeship, the professional training system for adults, the continuous training) instead if a comprehensive training system for the construction and public work sector. A specific institutional framework is available for each of them. 4) one does notice the permanence of the skills, the ever lasting discourse, the defiance towards theoretical teaching and the introduction of new degrees, and the paradoxal strong attachment to the profession by some of the manpower that would not want to leave it despite all the economical difficulties of the sector. 5) the particularly slow pace of change can be explained by the permanence of the technical working procedures and the important role that the sharing of a common training background (and of some categories of diplomas) plays in the social identification process of this profession. 6) one can conclude that a different phasing applies to the history of training systems, with periods stretched over longer cycles as political or economical historical cycles.