Over two million civil servants benefit from further training. This figure underlines the reality of a right recognized by the statutes to all public officials. It demonstrates the extent of the resulting practices, and which agents are strongly attached. It suggests, finally, the importance of the investments made by the State to train its officials. Is it enough, however, to realize fully the role of lifelong learning in the public service? Beyond the results displayed, and a conventional discourse, other facets leave quickly glimpse: those of a hierarchy reluctant to let go of its agents; those excluded employees training or disappointed not to see their efforts rewarded; those, finally, a social dialogue where evil mask facade of consensus persistent misunderstandings about the purposes of lifelong learning.
2
These misunderstandings owe much to the history of lifelong learning, marked by a continuous expansion of its objectives. The founding law of 16 July 1971 on the organization of vocational training as part of lifelong learning, for the right of employees to training, personal development agents being sought. In the late 1980s, a new purpose is added to this objective: support the modernization of public service.
THE DEVELOPMENT OF CONTINUING EDUCATION IN THE PUBLIC SERVICE
3
Adapted to the needs of the administration, continuing education has long been perceived that as an affirmative action vector for agents. However, from the late 1980s, it became a tool of administrative modernization. Its legal framework has so greatly enriched. The right to lifelong learning has thus built late, without the question of its priority objectives is clear-cut.
A late development
4
In this matter, practice preceded the law. Some departments were precursors: the Ministry of Education offered to teachers during their career training at the beginning of XX the century; the equipment established its first permanent training center in 1946. These initiatives, however, remained relatively rare and limited to preparations for competitions and training during post taken. They were very down compared to the initial training effort: while the first schools of administrative frameworks have emerged from the XIX the century [2] [2] For example, the School of Waters and Forests, in 1824 ... and it was not until the 1960s that governments are really interested in is continuing education.
5
If several texts [3] [3] The legislative order of 4 February 1959, with ... began to organize training practices before the adoption of the Law of 16 July 1971 on continuing vocational training in the framework of lifelong education, it is nevertheless an important first step to lifelong learning in the public service. It reflects the desire to promote social equity and to offer all workers a "second chance" through a "right for all" to vocational training. The 1971 Act could not ignore the public function and poses, in Title VII, the general principles of the right to the training of civil servants [4] [4] Article 41 of the law states as well that "the State shall. .. .
6
It took however until the 1980s and the adoption of the General Statutes of three public to see clearly and strongly reaffirmed the right of the training staff. The law of 13 July 1983 on the rights and obligations of officials has, in fact, that "the right to lifelong learning is recognized to civil servants" and that "servants are entitled to vocational training leave" [5] [5 ] Several important documents have clarified ... .
7
If the notion of training duty is explicitly present in the texts [6] [6] Article 22 of the Law of 13 July 1983 on ... and recognized by the jurisprudence [7] [7] The administration may impose an officer training ... , the articles are first of continuing education a right for workers. For example, the agent may have to face a third consecutive refused start training without an opinion from the Joint Administrative Committee (PAC). Such a guarantee does not exist in the private sector where the employer is never required to access individual applications and may object from training without having to give the reasons [8] [8] Lenoir (Hughes), "public Service and training -... . this concept of lifelong learning as an individual right explains the development of training catalogs offering a wide choice to agents [9] [9] an example of such plans training that ... .
8
The circular concerning the renewal of the public service of 23 February 1989, called circular "Rocard" says training a new goal of modernizing the administration.
9
Wishing to promote new labor relations in the administration, circular "Rocard" says the continuing education a privileged role in the professional development of staff. Training should only allow them more individual advancement, but also to adapt their skills to the new missions of the administration and the evolution of their business [10] [10] The agreements, called "Durafour" the 9 February 1990 fall ... . massive redevelopment plans are therefore implemented to these agents.
10
The administration then joined unions in their efforts to develop lifelong learning, for social dialogue, from 1989 to produce significant results. Several framework agreements were indeed signed [11] [11] Agreements of June 29 1989.10 July 1992 and 22 February ... , which complete the legal framework and allow catching up with the private sector.
Similar instruments in the private sector
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