Chapter I

What is vocational training?

Definition of vocational training

Defined by the article L6111-1 of the Labor Code, vocational training is an individual right allowing everyone to train in the skills necessary for the exercise of a profession.

Open to all, regardless of status and socio-professional category, the Right to training thus gives each individual the opportunity to acquire professional knowledge. This is in order to integrate the labor market at first, then by opening up access to training in order to maintain and enrich know-how throughout the career.

For this reason, vocational training as described in the Labour Code is in fact divided into two categories. On the one hand, the initial training which concerns the youngest engaged in learning a profession and, on the other hand, the continuing education which is aimed at workers who are already integrated into the labor market and who are looking to develop their skills.

The differences between initial and continuing vocational training

Although, as we have seen, the first difference between these two training systems lies in the target audience, the distinctions do not end there.

Initial training

La initial vocational training is part of the continuity of the school career. It therefore corresponds to the courses followed by young people as part of their training for a defined profession before integration into working life.

Implemented by vocational high schools and higher education institutions, the initial training is carried out on a full-time basis and aims to obtain a diploma at the end of the vocational education period.

Subsequently, as soon as a person leaves the “initial” diet for two years, they then switch to the system of continuing vocational training, for the rest of his professional career.

Continuing vocational training

Continuing training therefore targets a wider audience: employees, self-employed persons, job seekers. For that, the access methods are different and better adapted to the constraints of professional life.

For example, it is possible to follow a Continuing education curriculum during or outside of work time, in face-to-face or remotely (e-learning), over a more or less long period of time depending on the educational program.

In addition, continuing education meets a variety of needs. It thus makes it possible to strengthen or update skills, but also to acquire new ones, in order to professional development or for example as part of a redevelopment.

Committed at the initiative of the beneficiary or his employer, the teaching modules followed as part of continuing education are therefore not always degree-granting, but may allow the obtaining of a certification or a qualification.

Thus, despite these differences, the two types of vocational training are complementary in order to offer everyone the opportunity to enrich their professional career.

Key figures & trends

For 93.3% of HR people, vocational training is strategic for the company (8).

Even more, according to them, training is considered to be:

• A response to business strategy for 51%
• A lever for retaining employees for 49%

And yet, 6.9/10 is the score that companies give when asked about the level of commitment of their learners (8).

70% of HR estimates that the internal communication around the training topics is not completely or sufficiently satisfactory (8).

Digital is on the rise

Digital learning seems to be one of the preferred solutions for training managers. In fact, according to the study, 30% of training courses are now fully digital. The number of actors considering 100% distance from their training offer has continued to increase since the covid crisis, for example from 18% in 2020 to 31% in 2021.

Soft skills at the heart of training

Soft skills, or “soft skills” in French, are at the heart of training in 2024. 30% of training courses are now oriented towards the development of soft skills.

Here is a ranking of the 5 The most sought after soft skills today (8):

- Oral communication

- Time management

- Stress management

- Self-confidence

- Active listening

What are the mechanisms to finance continuing vocational training?

Thanks to the Law for the freedom to choose one's professional future, a real revolution has taken place in the field of vocational training. At the heart of these changes, My Training Account (CPF) is a flagship device to facilitate the implementation of training actions.

My Training Account

Attached to each person from the moment they enter the workforce and fuelled by professional experiences until retirement, the personal training account (C.P.F) simplifies access to training.

Indeed, thanks to the credit in euros (modalities specific to each status), this system makes it possible to independently finance actions aimed at develop skills : obtaining a diploma or certification, support for the validation of acquired experience (V.A.E), skills assessment...

Representing one of the most important developments in vocational training, the CPF was able to boost the interest of working people in continuing education since, according to figures announced at the Council of Ministers on January 6, 2021, in 2020, 930,000 entries in training who were requested using this tool (2).

Other mechanisms for financing vocational training

Si The CPF is common to all workers, each category also has other means of access and financing.

For private sector employees, this is for example the skills development plan of the company, of the Professional Transition Project (PTP/CPF transition) or of promotion through Pro-A work-study program.

Likewise, self-employed workers and company managers benefit from the support of the Training Insurance Funds (F.A.F) specific to each sector of activity. While for their part, public officials have various solutions at their disposal, such as specific fractionable leave or the period of professionalization.

Preparing a new professional project, Increase your skills, benefit from a career development or even change jobs, vocational training is accessible to all. It is thus illustrated as one of the pillars of construction of career paths and finds its place in the HR policies carried out by companies.

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Chapter II

History and laws of vocational training

Since its appearance in the Labor Code until today, vocational training has evolved in line with changes in laws and changes in working and training methods.

History and laws of vocational training

From 1939 to the 2000s

1939: The decree of May 6, 1939 organized vocational training for wartime in order to provide manpower to the metallurgical sector. Of accelerated training centers are being created for private companies, industrial establishments and arms factories. (3)

1946: Enshrined in the preamble to the Constitution. The training goes from an individual design to a State approach by which it is up to the State and to it alone to intervene in this area.

1970: First introduction of vocational training on working time thanks to The national interprofessional agreement signed by the social partners. Individual training leave (CIF) is created.

1981: Creation of Ministry of Training

1982: Establishment of the mandatory contribution companies for continuing vocational training. 0.1% of their payroll must be paid to joint organizations approved by the State.

1983: Creation of Fungecif (Individual Training Leave Management Fund)

1984:
- The prerogatives of works councils are strengthened in terms of training: there must be 2 annual meetings of the works council on training.
- The law now imposes The obligation to negotiate on vocational training in professional branches or in companies.

1990: Establishment of two controls to avoid the uncontrolled development of training organizations:
- A right to qualification training organizations to check their quality.
- A consumer right to training in order to protect them.

1991:
- Financing obligation applicable to all businesses.
- Creation of Skills assessment leave.
- Individual training leave (CIF) is open to employees at the end of a fixed-term contract, under certain conditions.

1993: Reorganization of training financing and creation of OPCAs (Joint Approved Collecting Organizations). These organizations allow the employee to follow training actions included in the training plan of the company during their working time.

From the year 2000 to today

2000: The Aubry II law: obligation for the employer to adapt its employees to the evolution of jobs and protects employees if they refuse training. This does not constitute a fault justifying dismissal.

2002: Establishment of VAE leave, to allow the validation of the acquired experience.

2004:
- Signature of the National Interprofessional Agreement (ANI) on lifelong learning.
- Companies must pay 0.2% of their payroll to finance the claims of employees under permanent contracts.

2009 :
- Signature of two national interprofessional agreements on the development of training throughout professional life, the professionalization and the securing of professional careers.
- New law 2009-1437: creation of the Joint Fund to secure career paths (FPSPP) and training outside of working hours (FHTT), the establishment of a passport/training and a “right to orientation” as well as the implementation of the portability of SAY.

2013:
- New national interprofessional agreement (ANI) for a new economic and social model at the service of the competitiveness of companies and the security of employment and the professional careers of employees.
- Creation of the personal training account (CPF)

2014: Resulting from the 2013 agreement, the law of 5 March 2014 on vocational training, promotes skills development And the social dialogue around training. Everything is simplified (procedures and contributions) to allow employers to make vocational training a productivity driver. The employee becomes an actor in his professional career, thanks in particular to the personal training account (PDF). He can ask for training at any time and be guided in his professional development by a career development consultancy operator (CEP).

2016: Law of 8 August 2016, known as “Labor law”. This law does not constitute a training reform but a real training component that deepens the law of 5 March 2014. It has two main types of elements:

• Elements of security, protection, individualization of rights and access to continuing professional training: Creation of the Personal Activity Account (CPA) initially consisting of three accounts including the CPF (access to self-employed persons since January 1, 2018), the Professional Prevention Account (C2P) and the new Citizen Engagement Account (CEC); Strengthening of CEP and the obligation of training organizations to provide information.
• Elements of relaxation in continuity with what already exists on work-study programs, VAE, a deepening of concepts:
  - A strengthening of the skill blocks;
  - Opportunities to adapt the training.

2018: Loi “Freedom to choose your professional future”. This reform is the fourth in 14 years and includes three components:

- A reform of training in order to open up new lifelong qualification rights to all,

- A reform of Apprenticeship to redesign the system,

- A reform of Unemployment insurance to increase workplace safety.

2019:
- The CPF will now be credited in euros plus hours.
- Skill operators say OPCO replace the OPCA.
- Launch of The CPF application, making it possible to digitize the selection and payment of training courses.
- Selection of Professional Development Advisors (CEP) by France Compétences.

2020:
- Apprenticeship contracts are now financed and managed by OPCO.
- The management of the CPF application is entrusted to the Caisse des Dépôts et Consignations (CDC).
- The CPF is managed by the CPIRs.

2021 (December): compliance of CFAs (apprentice training centers) with the rules relating to their operation.

2022: End of DataDock and the validity of the type certifications Cnefop. In order to benefit from training funds, training organizations must obtain the Qualiopi certification issued by organizations certified by France Compétences or accredited by Cofrac.

Towards a golden age of vocational training?

In France, 78% of working people consider it important to learn throughout life (5). The training market has evolved over the years:

• In ancient Egypt: the only training offered was that of scribe and it was reserved for those who knew how to write.
• In the 19th century: the very minority formations concerned mainly the industrial sector. Their particularity lay in their very short training time aimed at developing the effectiveness of learners.
• Today the vocational training market is experiencing a disruption between the players in this sector and the economic and technological context of our society.

The evolution of training

Between 2015 and 2017, requests for computer training increased by 24% in France (5). This high demand for training has even led to a shortage of trainers in this field in the United States.

The quality of the offer over time

The quality of the training offer has continued to evolve in France since the beginning of the 20th century. In particular thanks to the various laws mentioned above, such as the “professional future” law in 2018.

In 2017, France had more than 75,000 training providers (5). With the health crisis, distance learning has grown, even if in recent years it had gained a lot of ground thanks to new training methods: mobile learning, e-learning, blended learning. These training methods offer businesses more flexibility while reducing their costs. This digitalization of training is also accompanied by the personalization of training courses.

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Chapter III

Vocational training: a new legal framework

Transformation of the CPF, renovation of the financing system, new synergy of actors, creation or modification of mechanisms, changes in thetraining environment have been numerous since The law of September 5, 2018.

What are the developments in the training and apprenticeship market since its implementation? How has this reform transformed the vocational training landscape? And for what purposes? Here's everything you need to know to better understand.

The objectives of the “Professional Future” law

Support and encourage professional development throughout life. Make training a driver of competitiveness for businesses. Remove the obstacles and make the modalities of access to training more flexible. The objectives of the “Professional Future” law are multiple.

But to reach them, there is only one solution: to thoroughly modernise the world of training to make it more effective and more relevant to the challenges of tomorrow's society.

The new definition of a training action

One of the priorities of the law for the freedom to choose one's professional future is to simplify access to development andskills assessment.

To support this ambition, it has therefore established a new definition of training action which is now characterized as “an educational path to achieve a professional objective”.

THEArticle L6313-2 of the Labor Code also provides details on the methods of setting up training actions and indicates that they can be carried out in person, at a distance (e-learning) or in a work situation (AFEST).

In addition, the objectives of training actions are for their part defined by theItem L6313-3. In particular, they must:

• allow people without qualifications or an employment contract to access better employment conditions
• promote professional development and job retention
• reduce the risks of inadequate qualifications of workers
• Serve the professional mobility

This new legal definition thus allows access to a wider range of training courses, in accordance with the needs and constraints of beneficiaries and businesses.

Qualiopi, the sesame for vocational training organizations

The wealth of training market in France there is no doubt. However, this diversity also leads to a lack of clarity for beneficiaries and businesses as to the real quality of The training offer.

The “Professional Future” law has therefore introduced a quality requirements for training organizations in order to standardize practices in terms of support for the development of skills.

In this sense, and to attest to the quality of the training courses, the Qualiopi certification becomes mandatory as of January 1, 2022. Service providers will therefore have to offer educational paths in accordance with National Quality Standard to access public or pooled funds.

Reinforced career development advice

Already present in the vocational guidance sector since 2014, professional development advice (CÉP) has also been modified and its field of action expanded by the law of September 5, 2018.

Indeed, since January 2020, private sector employees and self-employed workers now benefit from the support of regional operators appointed by France Compétences for build their professional projects.

These new operators therefore support the professional development consultancy mission implemented in the territories by Pôle Emploi, local missions, Apec and Cap Emploi.

These new provisions do not change the functioning of the CÉP since it remains free and personalized, regardless of the status of the beneficiary.

On the other hand, the expansion of the target gives a new dimension to this tool, which is now integrated into the business training strategy and must be informed to employees during the professional interview.

France: Skills at the heart of the new legal framework for vocational training

In order to simplify the organization of the system, the training reform created a new institution responsible for the management of training: France skills.

The missions (7) of this national authority are multiple and aim in particular at:

• organize and finance the CÉP
• Establishing and ensuring the relevance of professional certifications
• distribute all vocational training and apprenticeship funds (Caisse des Dépôts et Consignations, OPCO, State, training insurance fund, etc.)
• regulate the quality of training activities
• regulate the costs and rules for taking care of public funders
• contribute to public debate

This unique body therefore plays a central role and pursues several objectives, such as: strengthen the effectiveness of the training system and promote the development of skills.

URSSAF, new collector of the unique contribution to vocational training

To optimize the financing of training, in 2019, the law established a unique contribution to vocational training and work-study (CUPPA). Currently, it is paid to skilled operators.

However, the new legal provisions provide for the transfer of this collection to the Urssaf and the MSA as of 2022, which will then be the organizations responsible for transferring the funds to France Compétences.

Skill operators

With the implementation of the training reform, the approved joint collecting organizations (OPCAs), which initially played the role of fundraisers for training, became competence operators (OPCOs), thus endorsing that of coaches.

This evolution responds to the need for support and help professional branches in the implementation of training.

For this, the law of September 5, 2018 defined the news missions of skill operators :

• ensure the development and financing of work-study programmes
• deploy a local service for VSEs/SMEs
• provide information on vocational training to employees and businesses
• offer technical support in the context of the predictive management of jobs and skills (GPEC)
• supporting the branches in their certification mission
• finance contributions
• help businesses define their training needs

In addition, the law has redesigned theorganization of professional branches. Thus, 11 skilled operators are now replacing the 20 OPCAs, depending on the sector. (6)

Regional interprofessional joint committees replace Fongecif

Another new player in the vocational training landscape: the regional interprofessional joint committees (COPY). Replacing Fongecif, these are managed in each region through associations Transitions Pro (ATpro).

These institutions are then responsible for:

• organize, control, validate and carry out the management of professional transition projects (PTP)
• Examine the retraining projects of employees applying for the resigning system
• deploy the career development consultancy service
• analyze the job market
• implement CLéA certification

This presence as close as possible to the field also allows Transitions Pro associations to play a key role in skills development of each territory.

The Caisse des Dépôts et Consignations manages the CPF

Since January 1, 2020, the Caisse des Dépôts et Consignations (CDC) is designated as the technical and financial manager of the personal training account.

As part of its mission, it receives the portion of a contribution aimed at finance the CPF and is responsible for funding the account of each holder, according to the rights acquired. Likewise, the CDC is in charge of signing agreements with contribution funders (OPCO, regions, companies, training insurance funds...).

In addition, it benefits from a mandate from the Ministry of Labour to administer The application My training account, whose development she took charge of, and thus ensures:

• the functioning of the platform, on the user side and training organizations;
• the management of accounts and the training offer;
• payment to training organizations;
• support for all users.

Finally, the CDC is also committed to promoting and developing vocational training within our economic model.

Monetization, digitalization and subscriptions: the revolutions of the personal training account

Since the law for the freedom to choose one's professional future, the personal training account has undergone significant changes.

In fact, at first, the CPF monetized. From an annual credit in hours, it has changed to a supply of euros since January 1, 2019.

Then, in a second step, the online platform MyCompteFormation, which we already mentioned a little above, opened, thus allowing all users to access a training catalog.

Beyond this “marketplace” aspect, the application offers each asset the possibility of:

• easily consult and manage your rights;
• engage in a training course without the intervention of an intermediary;
• benefit from a contribution if the CPF balance is insufficient to cover educational costs.

This transformation of the personal training account is a major revolution since it meets the ambition to place each individual at the center of their professional career.

New access to continuing vocational training

In order to allow everyone to to be formed throughout life, the training reform has also opened up new access to vocational training. To do this, it has modified existing systems and created new ones, more in line with the current realities of the labour market.

The skills development plan, a new tool for corporate training

Since January 1, 2019, the skills development plan (PDC) replaces the business training plan.

This document lists all the training actions that can be carried out at the initiative of the employer or requested by employees. It therefore represents a valuable tool for human resources responsible for manage staff training on the one hand, while illustrating himself as a A lever for access to corporate training for employees on the other hand.

However, you should know that while writing a skills development plan is recommended, it is not mandatory. Likewise, OPCO mutual funds are reserved for financing the PDC of companies with less than 50 employees.

The professional transition project (CPF de transition) in place of the CIF

The PTP is a system introduced in 2019 to replace individual training leave. Also called Transitional CPF, it is in fact another way of mobilizing the personal training account.

Reserved for private sector employees, it allows any worker to temporarily leave their workstation to take a certification course by benefiting from the payment of his remuneration.

To be eligible, the applicant must prove a length of service defined according to his status (CDI, CDD, temporary or intermittent performance) and file a file with his Transitions Pro regional antenna responsible for managing the PTPs.

The professionalization period is replaced by PRO-A, retraining or promotion by work-study

Since January 1, 2019, the professionalization period has been replaced by the PRO-A which is aimed at employees whose level of study is lower than the bachelor's degree.

It is another Means of access to in-company training whose objective is to enable professional development, retraining or promotion through work-study programs.

With this approach, the beneficiary then alternates between periods of theoretical training and Immersion in a professional environment. This is in order to obtain a diploma, a professional title or a professional qualification certificate.

PRO-A can be deployed at the initiative of the employee or the company, and its implementation must be the subject of an amendment to the employment contract.

Apprenticeship reform

The training reform also aims to value learning. In this sense, several changes have been made to simplify the execution of apprenticeship contracts:

• apprenticeship is now aimed at young people up to the age of 29;
• the minimum duration of the contract is reduced to 6 months and can be adapted using a tripartite agreement signed by the apprentice, the company and the CFA;
• the implementation of the contract is facilitated (entry into training throughout the year, possible derogation to adapt the duration of working time, simplified termination of the contract, international mobility, etc.);
• The conditions of professional skills of the apprenticeship teacher are determined by the branches or by regulation;
• the financing of apprenticeship contracts has been managed by the OPCOs since 1 January 2020.

Finally, this reform also increased the remuneration of employees on an apprenticeship contract (article D6222-26 of the Labor Code) on the one hand, and granted a unique aid for employers of apprentices (Article III of Decree No. 2018-1348 of December 28, 2018) on the other hand.

Thus, all these reforms aim to make apprenticeships more attractive for young people and businesses, but also to ensure the transmission of know-how on the labour market.

The reform of vocational training: on the way “towards a new society of skills”

After several years, we are coming to the end of this vocational training reform carried out on several levels. Now, all we have to do is see if this profound renovation will be able to keep its promise of making training a major performance tool to lead us “towards a new skills society”.

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Chapter IV

Who has the right to vocational training?

Vocational training is reserved for those who have completed their studies, i.e. the working population. This population is divided into two types of people:

• The active population not working or looking for work: it allows better professional integration or reinsertion.
• Employees already working in a given structure: allows a second wind for a better integration of new skills (boost of knowledge and better satisfaction of the employer with the employee). The training request can come from the employer or from the employee.

Can we ask for training in a different field other than the one in which we work?

The answer is YES. Each employee can ask to follow vocational training in a field other than the one in which they work.

Since the January 1, 2020, people who have acquired rights in hours for a public activity or in euros during a private activity can convert them to mobilize them for training. If the employee refuses to use his credit in euros registered with the CPF, this does not constitute a fault.

The employee's request must be made 60 days before the start of the training for courses of less than 6 months and at least 120 days in advance for training older than 6 months. The employer has a Deadline of 30 calendar days to notify your response upon receipt of the request. If the employer does not respond after this deadline, this is considered as an acceptance of the request.

Chapter V

What are the goals of vocational training?

Objectives of the training

Les objectives of vocational training in the broad sense are multiple and vary according to the subject or theme of the subject.

Vocational training aims to fulfill these goals :

Training challenges

However, if we look at it in more detail, vocational training also responds to more specific issues.

First, it represents one of the main ways for beneficiaries of Take ownership of the management of their career. Moreover, the figures published in this regard during the 5th edition of the vocational training and employment barometer (Inffo Centre/CSA) speak for themselves.

Indeed, according to this study, 85% of working people consider that their job is evolving. More than half of the working population is currently thinking of changing jobs, most of which within 2 years: an indicator at the highest since 2021. For 90% of them, training is above all a necessity to respond to changes in the world of work. Individuals expect strong support from the company on this subject.

However, only 52% of working people feel well informed about continuing vocational training!

On the business side, while the training of employees by the employer is mandatory, it is above all a lever for competitiveness and is a major tool to promote the adaptation of organizations in the face of market transformations.

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Chapter VI

Advantages and disadvantages of vocational training

Vocational training is a profitable and sustainable investment. It has advantages and disadvantages for all internal stakeholders in the company.

Advantages Disadvantages for the business

• Improve the skills of its employees.
• Stimulate the commitment, motivation and satisfaction of its teams.
• Increase the team cohesion in the field.
• Improve the company's employer brand and attract new talent.
• Retain employees and reduce turnover.
• Increase business productivity.
• Strengthen collective performance.
• It is a competitive advantage compared to its competitors.

• Expenditure on training costs can be monumental for SMEs. However, online courses have a lower cost.
• When learners are in training, they are not at their workstations.
• Poorly carried out or not adapted training can lead to the creation of bad habits in the employee. Business performance may be affected.

For the learner

• Update your skills.
• Be an actor in your professional development.
• Remain efficient in your work.
• Improve your employability.
• Possibility to move to another position in a higher hierarchy.
• Gain confidence in your abilities and autonomy.
• Decrease your resistance to change.

• The lack of time in some jobs does not allow for after-hours training.
• Some courses are not adapted.
• One face-to-face training involves having to travel if she is not at the workplace.

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Chapter VII

What are the mechanisms for financing vocational training for employees?

Lifelong learning is an integral part of the professional environment.

For employees, it is illustrated as a way to build their career plan, to evolve and enrich their skills. On the business side, it is primarily a performance driver allowingRaise the qualification level of human resources, then as a valuable tool for employee loyalty.

However, the means of implementing it and especially of financing it may seem complex in view of the many existing mechanisms.

How does the training funding system work? And what are the mechanisms for financing vocational training available to employees ? That's what we're going to see.

Financing vocational training: how does it work?

For good understand how the various financing mechanisms are operated for active in the labour market, it is useful to focus first of all on the functioning of the system for financing vocational training.

Who finances the vocational training of employees?

To begin with, it is good to remember that It is the companies that have the obligation to participate in the development of skills employees.

Thus, in addition to training actions directly financed for the benefit of their own employees, they also contribute to the financing of continuing education employees in the private sector and job seekers through various contributions.

The most important of these is the unique contribution to vocational training and work-study. Also called CUFPA, it is this unique contribution that our training financing system is mainly based on.

However, employers may also be subject to other additional contributions such as:

How does the single contribution finance the training?

Established in 2019, the unique contribution brings together two distinct components. It's about the contribution to vocational training on the one hand, and of the apprenticeship tax on the other hand.

Calculated according to the number of employees, CUFPA is paid annually by companies to skills operators until the end of 2021. It will then be collected through Urssaf or MSA as early as 2022.

Once collected, the CUFPA is then donated to France Skills, the national governance body for vocational training and apprenticeships. And it is then this operator who is responsible for redistributing the funds to the various training structures and institutions.

In accordance witharticle L6123-5 of the Labor Code, the distribution of funds by France Compétences is in particular carried out to:

• the Caisse des Dépôts et Consignations in order to finance the personal training account;
• skills operators for the benefit of skills development in companies with less than 50 employees and the promotion of work-study programs;
• training insurance funds (FAF) responsible for financing the training of self-employed workers;
• the State, which promotes the training of jobseekers;
• regional interprofessional joint committees;
• organizations organizing professional development advice (CÉP);
• the regions;
• the agent responsible for paying driver's license assistance.

This is how each actor then drives the implementation of the various financing arrangements accessible to assets.

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The CPF personal training account, the main lever for financing vocational training

In force since January 2015, the personal training account (CPF) is one of the main mechanisms for financing vocational training.

What are the advantages of the CPF?

The first advantage of the CPF is its accessibility. In fact, it is a individual right attached to the person, and not to the employment contract, throughout his professional life. Therefore, it is aimed at everyone: employees, public officials, self-employed workers and, in some cases, retirees.

In addition, this ease of access has been reinforced by the Law “Professional Future” which, in November 2019, allowed the opening of the platform My training account. This is in order to allow each worker to Take ownership of your professional career and to mobilize the accumulated funds independently according to its needs.

Another advantage of the personal training account? The diversity of training actions that it takes care of, for example:

• the skills assessment or the validation of the acquired VAE experience;
• obtaining a diploma or professional title;
• the acquisition of a base of skills and knowledge;
• the creation or takeover of a business, etc.

How the CPF works

Since 2019, the CPF is fed every year in euros for the following beneficiaries:

• private sector employees and self-employed workers up to €500 per year worked with a ceiling fixed at €5000;
• low-skilled employees or employees subject to employment obligations up to €800 per year worked with a ceiling fixed at €8,000.

The credit in euros therefore does not apply to public officials who keep their food in hours. Likewise, if job seekers can still mobilise their acquired rights in order to follow a training course, on the other hand, the account is no longer credited until they are no longer under contract.

In addition, if the available rights are not sufficient:

• the contribution of another organization, for example the OPCO or Transitions Pro as part of the CPF transition, is subject to the unblocking of the CPF
• employer co-financing has now been possible since September 2020

As a result, the CPF is the first financing mechanism to be mobilized for the management of a training course.

Novelty: A decree of April 29, 2024 sets out new obligations for the use of the CPF as of May 2, 2024. A mandatory fixed contribution of €100 is now in place for people wishing to use their personal training account.

What are the other mechanisms for financing vocational training for employees?

In addition to the CPF, employees in the private sector have access to other Means to finance a continuing education project. What are these devices? And how do they work?

The skills development plan

The employer has the obligation to ensure the maintenance of the employment of its employees and to adapt the workstations. In addition to these obligations, it also has the possibility of offering continuing vocational training actions to its collaborators.

To do this, it has had a new tool since 2019: the skills development plan.

This then lists all the mandatory training courses (safety, updating of knowledge...) or not (skills assessment, VAE...).

So, all training provided for in the skills development plan can be implemented at the initiative of the employer or that of the employee.

In both cases, you should also know that:

• The employee's remuneration is maintained throughout the duration of the training
• the reimbursement of educational expenses and ancillary costs (catering and accommodation) is provided by the employer
• the training is carried out during working time, except for special provisions provided for non-mandatory training

After the training curriculum, the employee can return to his workplace or move on to other responsibilities. He may also choose to leave the company, according to the withdrawal clause possibly provided for in his employment contract.

Retraining or promotion through work-study programs, PRO-A, a new system of continuing vocational training

PRO-A is another revolution established by law for the freedom to choose one's professional future. Replacing the period of professionalization, this tool aims to promote and support professional development projects, the promotion or retraining of the least qualified employees.

It is then a question of enable employees to train and acquire skills by alternating theoretical lessons and professional activities. During this period, the PRO-A employee also benefits from professional follow-up since a tutor is appointed by the company to support him throughout his training (between 6 and 12 months, and up to 24 months in some cases).

Like the previous device, retraining or promotion by The alternation can be initiated at the request of the employer or at the initiative of the employee. Likewise, it can also be carried out during working time or outside with the agreement of the beneficiary.

During a training course carried out as part of the PRO-A:

• The maintenance of remuneration is ensured by the company if the training is carried out during working time
• the training costs are covered, in part or in full, by the company's skills operator

Thus, the PRO-A is a real lever for develop professional skills and promote employability on the job market.

The professional transition project to finance professional retraining

Since 2019, it is the professional transition project PTP (or CPF de transition) which allows employees to take time off from their company to follow training in order to retrain.

Accessible to employees on permanent contracts, fixed-term contracts, and temporary workers, the PTP is managed by regional interprofessional joint committees (CPIR) through associations Transitions Pro.

While seniority requirements differ according to status, the criteria for analysing cases do not change. Thus, the training project must in particular:

• To allow Change jobs or by profession;
• offer real job prospects at the end of the training.

In addition, the training envisaged must be certifying, eligible for the CPF and registered with the RNCP.

Also, the employee wishing to benefit from the CPF de transition must also apply for leave of absence from his company.

This must be sent no later than 60 days before the start of the training course if it lasts less than six months. This period is 120 days if the duration of the training is six months or more.

For its part, the employer has 30 days to respond. Otherwise, leave of absence is taken for granted.

In practice, the company cannot Deny the PTP leave request issued by an employee. However, it may decide to postpone it for up to 9 months if this absence is likely to hinder the smooth running of the company, for example due to the simultaneous absence of several employees.

Finally, once the PTP file is accepted and the employee begins his training, Remuneration is covered by Transitions Pro, according to different scales and modalities specific to the size of the company. Under certain conditions, the CPIR can also cover educational costs, as well as additional training costs.

TransCo, a new professional transition system

Collective Transitions, also called TransCo, is a new financing system that has entered the training market January 15, 2021. Although it is very similar to the transition CPF, in reality it responds to the employment problems created by the health crisis and the economic changes that result from it.

Thus, this system aims to support businesses insupport for the professional retraining of employees whose jobs are at risk. To do this, employers need to follow three steps:

• identify vulnerable jobs within the company, if necessary with the help of the OPCO, and formalize the list of these jobs through a GEPP type agreement;
• inform employees of eligibility for TransCo;
• file a file with the Transitions Pro operator in the region.

For the employees concerned who are involved in the TransCo system, remuneration and training costs are financed by the State via the National Employment Fund (FNE).

However, the proportion of this coverage varies according to the size of the company:

• 100% without any expenses for companies with less than 300 employees;
• 75% with 25% remaining expenses for companies whose payroll is between 300 and 1000 employees;
• 40% with 60% remaining expenses for companies with more than 1000 employees.

Thanks to this device, employees can thus follow a training course long or a validation of the acquired experience without mobilizing their CPF.

For a long time, the financing of training seemed complex and restrictive, both for employees and for employers. But the last training reforms have come to simplify access to the means of financing.

Thus, regardless of the career development ambitions of employees and the objectives of training plans led by companies, the main tools to be mobilized — CPF, skills development plan, PRO-A, CPF de transition or even TransCo — now meet the various needs in terms of financing vocational training.

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Chapter VIII

The personal training account facilitates access to vocational training

Since its arrival in the vocational training sector, the personal training account (CPF) has continued to be talked about. Criticized at its launch by players in the training market, for a long time it did not arouse the interest of beneficiaries and companies.

However, the latest training reform and the health crisis have changed the situation: today, this system is now part of the main means of access to vocational training. Moreover, the figures put forward by the Ministry of Labor in this regard speak for themselves: in 2020, nearly 930,000 entries into training courses were requested via the personal training account.

However, in its study published in early 2021, Centre Inffo reports that while 85% of working people are aware of this system, they are also 52% who feel uninformed about the CPF and its terms of use. So what is the personal training account? What are its goals? What training actions are eligible for the system? How to use it? This is what we are going to explain to you in detail.

What is the CPF, personal training account

The personal training account is an individual tool dedicated to professional development.

It allows labour market assets to acquire, accumulate and mobilizing training rights throughout professional life, even in the event of a change in situation. Indeed, as its name suggests, it is a “personal” account linked to the individual and not to an employment contract.

Established on the employment and training market in 2015 to replace the DIF, this system was recently modified by the “Professional Future” law of 5 September 2018. This is in order to broaden the scope of action of the CPF and so that it can truly allow everyone to be Actor in his training and the construction of his professional career.

What are the objectives of the CPF?

According to the definition of the Ministry of Labor, the personal training account aims to “contribute, at the initiative of the person himself, to maintaining employability and securing the professional career path.” so, it is to meet these ambitions that the CPF allows all working people to access a catalog of qualifying courses via thedigital application MyCompteFormation. All the courses identified are then directly fundable, without the need to go through an intermediary.

Who are the beneficiaries of the personal training account?

In line with its objective of reducing inequalities in access to training, the CPF aims to be universal. Therefore, it is a device that is aimed at all active persons present on the labour market.

However, it should be noted that this openness to all socio-professional categories took place in several stages.

Employees in the private sector and job seekers were the first to benefit from the personal training account. Subsequently, it was public officials who benefited from it in 2017, then self-employed workers and artist authors in 2018.

The CPF is automatically opened from the age of 16 or 15 by way of derogation for young people in apprenticeship. Finally, if it is in principle closed upon retirement, retirees can obtain the reopening their personal training account when they want to resume a professional activity.

What courses are eligible for the CPF?

Les courses eligible for the CPF are defined by article L6323-6 of the Labor Code. In practice, these are training actions following:

• professional certifications registered in the National Directory of Professional Certifications (RNCP);
• validations of a knowledge and skills base;
• procedures related to the validation of acquired experience (VAE);
• the skills assessment;
• support for the creation or takeover of a business;
• driver's license.

Taking into account the various possibilities offered, the training courses implemented within the framework of the CPF thus make it possible to obtain a diploma, a professional qualification or to prepare for a professional retraining.

In addition, the duration of the training is not a requirement since short and long courses are admitted under the CPF. Likewise, it is possible to complete the training course during or outside of working time.

Supplying the personal training account: how does it work?

During the first three years of its existence, the personal training account was credited in hours of training as a continuation of the system it replaced. Today, this is no longer the case since January 1, 2019, euros have now been allocated to the CPF every year (excluding public officials).

Redistributed by the Caisse des Dépôts et Consignations, in charge of managing the CPF, the rights acquired for one year are available on the account of the beneficiaries the following spring.

For example: An employee on a full-time permanent contract from January 1 to December 31, 2023 will see an increase in his CPF balance over the period April-May 2024.

On the other hand, if the training account is intended for all audiences, the procurement rules depend on the status and time of work carried out over the year.

The CPF for employees

The account CPF for employees in the private sector is funded up to €500 per year. Savings from acquired rights are capped at €5,000. For part-time employees whose working time is less than 50% of full time, the rights are calculated on a pro rata basis.

For low-skilled employees, their CPF is credited with €800 per year, up to a ceiling of €8,000. The same is true for people with disabilities in ESAT.

The CPF for self-employed workers

In the same way as that of private sector employees, the Personal training account for the self-employed is credited with €500 per year. However, the payment of acquired rights is subject to the payment of the vocational training contribution (CFP).

Another particularity of this status: if the rights of the CPF account cannot be transferred, for this category the right to training is also open to the partner-collaborator.

The CPF for job seekers

As we have seen, the training account is an individual right accessible throughout a career, even in the event of a change of employer or loss of job.

People looking for work can therefore use CPF funds to finance training to reintegrate into the labor market. However, as the CPF is fuelled by an effective professional activity, they do not accumulate new rights.

The CPF for public service employees

We saw it a little bit above: the monetization of the personal training account does not apply to public officials. It is therefore supplied with hours of training, and not in euros.

Agents then receive 25 hours per year, up to a maximum of 150 hours. As for employees, low-qualified category C agents benefit from a larger credit of hours. They therefore accumulate 50 hours each year up to 400 hours.

Note: if the supply to the CPF account is suspended during periods of unemployment, conversely, parental leave, family assistance, work accidents and occupational diseases are taken into consideration.

For all working people, the CPF therefore functions as a savings account that aims to promote employability and professional mobility. But it is also clear that the fixed ceilings are a lever to encourage people to engage regularly on the path of continuing education, in order toconstantly enriching the job market with qualified workers.

How to use your CPF?

To allow theaccess to training for all without intermediaries, beneficiaries with a training project must go to the digital application My training account to use their CPF.

Indeed, since the end of 2019, it is only on this platform that individuals can consult and manage their rights, access training offers, and then set up and monitor their financing file.

This digitized solution simplifies the implementation of training projects since to mobilize acquired rights, all you need to do is:

• go to the platform (also accessible on mobile);
• authenticate using the social security number;
• browse the course catalog;
• Assemble the file and validate the release of funds.

Another important information concerning the use of the CPF: this is only possible if the holder gives his consent. Therefore, The employer cannot impose the use of the personal training account to an employee.

However, in order to engage all training actors in the enrichment of professional careers, the law for the freedom to choose one's professional future establishes a logic of co-construction of training.

Personal training account contributions

This logic of co-construction aims to remove the barriers to financing a training course if the funds in the personal account are insufficient to make the approach a reality.

Therefore, if the cost of a training project is more important than the balance in the personal training account, workers can supplement the amount to be paid by their own means or obtain complements.

Depending on the status, these are granted by the following funders:

• the employer;
• the skill operator (OPCO);
• regions and the state;
• the health insurance fund;
• Employment center;
• training insurance funds for self-employed persons;
• the chambers of trades and crafts, etc.

To deploy these “additional credits” to training, the funders must contact the Caisse des Dépôts et Consignations to establish an agreement and define the modalities of access to the contribution.

To benefit from it, the user's situation must therefore meet the defined criteria. If this is the case, the contribution proposal is then automatically presented to him during his Purchase process on MonCompteFormation.

The CPF, an essential tool in the service of continuing education

The personal training account has long been disliked by training organizations, businesses and workers. This lack of interest was also underlined by the General Inspectorate of Social Affairs in its interim report published in July 2017.

However, the recent reforms of the Law of September 5, 2018 have made it possible to adapt and digitize this skill development tool.

The monetization of the personal training account and the freedom granted by the MyCompteFormation platform have greatly contributed to popularize the CPF thus allowing it to become an essential tool at the service of everyone on the training market.

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Chapter IX

What are the functions of vocational training in companies?

In a context where training needs are becoming more and more important, What are the means of the company to respond to them ? Who is in charge of implementing vocational training within an organization ? How? Let's discover together the different functions of corporate training.

The training function in the company: what is it?

The training function is the department responsible for organizing the entire educational strategy aimed at developing the skills of employees within a company.

At a time when training action must be more efficient, this function is gradually emancipating itself from HR departments and now consists of jobs dedicated to the creation of an efficient training ecosystem for the company.

Training manager

The Training manager is the backbone of the corporate training department. Responsible for ensuring the development of human resources skills, his role is to design and manage all training engineering. A task that involves setting up the various approaches in order to deploy a project in accordance with the strategic challenges of the company.

To do this, the training manager analyzes the needs of the organization's jobs. And it is based on this inventory that he builds the training project on the one hand, and then writes the specifications on the other hand. Its role is essential because according to Empowill, For 23% of employees, the first motivating factor to start a training course is being connected to the problems of the job (8).

Thus, he is working to define the (s):

• training actions to be implemented;
• educational program;
• targeted skills;
• pedagogical methods, means and resources to be mobilized;
• budget allocated to training;
• provisional learning schedule, etc.

Once the training plan committed, he ensures the management of the entire project, including administrative follow-up, in coordination with trainers, other company services, external training organizations, etc.

At the end of the training, it is up to him toassess the impact of vocational training actions carried out. This evaluation focuses in particular on two aspects: on the one hand, the achievement of the objectives set out in the specifications, and on the other hand, the assessment of employees with respect to the training followed.

It is only after having done this global analysis that the manager reviews the training (quality, costs, deadlines, results).

The missions of the training manager

• Construction of the skills development plan
• Definition of the training budget with the company's management
• Analysis and identification of the skills needs of the various departments
• Elaboration of the training specifications
• Identification of the resources required to implement a training project
• Selection of speakers and/or training organizations
• Management of the administrative management of the project in accordance with the legal and regulatory obligations in force
• Implementation of the evaluation of training and self-assessment systems
• Management of the training department

Digital Learning Manager

Often considered as an evolution of the e-learning manager, the Digital Learning Manager is actually much more than that. Indeed, unlike its “predecessor”, it does not exclusively manage e-learning, but occupies a much more versatile and transversal role within the corporate training function.

A true project manager in his own right, his mission is to create a new approach to internal training by leading projects to digitize training in companies.

For this, the Digital Learning Manager intervenes at several levels. For example, he will carry out background work for analyze trends in vocational training, discover new methods and identify relevant educational or technological innovations.

So, it can first contribute to Define the best digital training strategy for the company. To then intervene at each stage of the internal training production chain: choice of teaching methods, tools to use, content creation, etc.

In addition, it also participates in the implementation of the project by ensuring:

• coordination between the various stakeholders: educational designers, e-learning agencies, business experts, trainers, etc.;
• The management of marketing of training actions.

Likewise, it can also be responsible for the animation of learning communities.

The digital learning manager builds, embodies, disseminates and maintains digital training culture in order to change the practices of all entities in an organization. This is in order to make corporate training more attractive, to encourage the support of employees, but also of management, and boost their commitment to internal training.

The missions of the digital learning manager

• Project management
• Scenarization of training courses
• Instructional design
• LMS Management
• Watch out for training trends
• Data analysis
• Community animation
• Communication and promotion of a training project

In-house trainer

The internal trainer is a collaborator whose mission is to ensure the continuing professional training of teams. He is therefore in charge of transmitting, developing and updating know-how in order to ensure the rise in competence of human resources. And this, in accordance with the skills development plan.

The trainer has always intervened at various stages of the training since he:

• mobilizes its expertise to build the educational program, according to objectives of the vocational training project ;
• takes care of the transmission of professional knowledge and skills to learners.

Market transformations have changed the role of the trainer. Now, he is adapting his posture to no longer be just a “teacher”, but rather a “facilitator” with learners who take ownership of the training action.

Also, the added value of the internal trainer is based on his knowledge of the company, its operation, its procedures and the reality on the ground. It is therefore positioned today as a genuine referent for employees that he supports, and strives to be the link with the company's training and HR departments. So How to train your teams in the field today as a trainer?

The missions of the internal trainer

• Design of raw educational content
• Animation of training actions
• Transmission of know-how and best practices
• Monitoring and support for learning staff
• Feedback on the results of the training

Instructional designer

The instructional designer is a expert in the digital creation of training content. Its role is to carry out educational engineering to design the best learning experience for the learner.

The designer uses and analyzes the educational resources raw materials transmitted by trainers or business experts. Then, he is responsible for transcribing them into effective training courses, according to learning methods and teaching tools deployed.

To carry out this mission, the instructional designer Design a storyboard. Thus, he sequences and scripts the training, by trying to tell a story that will attract the attention of the employees to be trained (story-learning).

In a second step, he is looking for the relevant digital elements that will allow him to articulate the modules andenrich the training : games, graphics, animations, videos...

The purpose of the work carried out by the educational designer is to create training courses that are more fun and interactive than traditional training for Make the learner want to continue learning.

The missions of the instructional designer

• Popularization of the concepts to be transmitted
• Scenarization of educational content
• Technical design of training modules
• Creation of digital educational activities
• Choosing multimedia elements
• Optimizing design and navigation

Business tutor

The corporate tutor is an employee who mainly intervenes in the context of the integration of a newcomer. He then plays the role of guide whose mission is to transmit technical know-how, methods and corporate culture to make the collaborator operational. Its role is important when we know that 65% of tutored training programs reach a completion rate greater than 60% (8).

To do this, he is responsible in particular for organizing and monitoring the training course, while ensuring the relay to the manager, the teams and the management.

However, although it is often assimilated to the reception and training of apprentices or apprentices, in reality the tutor can supporting an employee already owned by the company. Thus, the tutoring system can be implemented in the case of professional development or a lack of skills detected.

The missions of the tutor in business

• Integration of newcomers
• Preparing the training course
• Monitoring and controlling the acquisition of skills
• Learning schedule management
• Field relationship with training and HR functions

As we saw earlier, the corporate training function relies primarily on the training manager who is the conductor of the skills management.

Depending on the size of the company, the training department may be composed of several other experts in the production of educational content such as the digital learning manager or the educational designer who rely on the company's internal business expertise to create the training.

Corporate training certification

Today, professional training in companies is a real driver of performance. In a constantly changing context, the quality of an educational strategy can therefore become a major differentiating element, both with regard to the customer market and to candidates during a recruitment.

Thus, to meet the “quality of learning” challenge, an official certification now comes alongside CSR labels Or of the QVT like Great Place to Work®.

AFAQ Digital training engineering

La AFAQ certification Digital Training Engineering from AFNOR rewards the educational methodology implemented within an organization. It is aimed at all players in the training market: companies, providers or educational institutions.

Its framework is inspired by Qualiopi criteria and covers all the methods for creating, deploying and evaluating digital training actions. Thus, certified companies have a new competitive advantage.

The corporate training function: a player in continuing education

Among the actors in vocational training, businesses play a decisive role in training. Indeed, the proximity they have with the field allows them to build training projects that are as close as possible to the needs of their sector of activity.

To do this, they must then rely on Skills of the training function to appropriate pedagogical or technological means that promote the design of formative, innovative and efficient learning processes.

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Chapter X

How can we innovate in training today?

Boosting training courses, promoting the development of skills, making pedagogy more attractive for learners are subjects that are, among others, among the new challenges of vocational training.

In addition, there is a timeless ambition: to make training more efficient. This is so that it is a real way to ensure the increasing the competence of teams in the field.

So How to innovate in training today ? What are the educational methods and technological solutions available to the training sector, including in the company? That is what we are going to see in this article.

Innovation in the world of vocational training

Innovating in training is now an essential strategy to provide a response adapted to the requirements — current and future — of the learning community on the one hand, and to support the transformation of training In business on the other hand.

However, the challenge is significant as expectations are numerous on both sides since they include:

• anticipate new learning needs;
• removing barriers to training;
• create environments conducive to the dissemination of skills;
• capitalize on the know-how present in the company;
• strengthen the employer brand;
• boost learner engagement ;
• rethinking educational engineering, etc.

The aim for training actors is therefore to learn to renew oneself through new pedagogical approaches, which are themselves driven by technological innovations.

Educational innovation: approaches to learn differently

Social Learning

The Social learning is a learning method which makes it possible to deploy an interactive and shared pedagogy based on the natural inclination of individuals for social relationships.

More concretely, this educational method, also called peer learning, promotes the sharing of knowledge, interactions and the synergy of a group to promote the development of skills.

To do this, learners then leave the classical schema — read, listen, watch — to integrate into a participatory learning where they can observe, share, imitate, exchange with each other and, therefore, enrich each other.

Unlike the vertical pedagogy that we all know, a unilateral transmission of knowledge from a teacher to students, social learning is a horizontal pedagogical approach. It therefore places learners at the very heart of the learning process since everyone is both a learner and a trainer.

Blended Learning

The Blended learning is a blended learning mode that combines the face-to-face training, implemented by a trainer, to distance learning, supported by digitized training modules.

It is then a question of reducing the constraints of organizing face-to-face training, but of maintaining the human dimension, which is often lacking in 100% e-learning, and of enriching it through digital technology to better meet the needs of the curriculum.

So, this hybrid educational model is a way of offering learners the support of a trainer to accompany them and maintain their integration into a learning community.

However, unlike courses that are exclusively provided in person, this learning modality also allows them to follow their training course at their own pace. The commitment of individuals therefore tends to increase in a blended learning context since they feel they are actors in their training and more easily take ownership of the apprenticeships followed.

Microlearning

The Microlearning is a learning format which aims to divide the acquisition of knowledge into several digital training sequences. Generally lasting from 30 seconds to 5 minutes, the educational content (animations, tests, games, infographics, videos, etc.) thus allows you to get to the essentials in order to quickly learn specific concepts.

One of the reasons for the The popularity of microlearning comes from the fact that it is similar to everyone's daily habits: search for, find and consume information through short content, regardless of the format. It is therefore easily integrated into the framework of vocational training.

Les benefits of microlearning, also called microlearning, are multiple since it allows in particular to:

• innovate in training by deploying a fun approach ;
• make the learner more autonomous by offering him the opportunity to choose the blocks of skills to follow;
• immediately apply the new knowledge;
• free themselves from the constraints imposed by traditional supports, which are generally longer and often less digestible.

Placing the individual at the center of his training course, this pedagogical format thus aims to facilitate learning, promote memory anchoring and the consolidation of achievements.

Change in pedagogy, new way of learning or modernization of formats, the approaches to innovating in training are diverse and varied. However, as we saw above, it is only the first level of innovation in training.

Indeed, the evolution of learning methods requires the use of tools adapted to these new educational practices. For this, multiple technological innovations are constantly emerging on the training market for support educational innovation.

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Educational innovation: a wide variety of learning tools

Bring variety to your training keeps your learners engaged and motivated to learn throughout their lives in the company.

Mobile Learning

The Mobile learning Is a innovative training support aimed at deploying, as its name suggests, mobile learning in such a way that training is accessible everywhere, all the time and on all media.

It is a New way to learn more flexible than traditional training since educational resources are made available on an ongoing basis and on demand.

Mobile learning is also part of a tool for modernising the uses of training whose objective is to arouse the commitment and adherence of learners through short, often interactive and fun formats. In this sense, it is therefore particularly suitable for microlearning pedagogy, but also integrates perfectly with other educational modalities (collaborative or blended learning for example).

Versatile by nature, it can intervene at various stages of the course to prepare a training course, consolidate skills, review knowledge already covered or even stimulate exchanges between learners.

In line with new training trends and the expectations of the people to be trained, mobile learning is an educational innovation that must be integrated into a training strategy more global to strengthen it.

Note: Contrary to what one might think, “mobile” does not mean “mobile phone”, but “mobility”. Moreover, the study conducted jointly in 2020 by MyRHline and Beedeez indicates that 74% of learners use mobile learning on PC compared to 50% on smartphones.

LMS, Learning Management System

The LMS, Learning Management System, is a software platform for centralizing and managing online training, e-learning. It is the first tool mobilized by companies to digitize training and educational paths.

Thanks to its functionalities, the LMS meets the main challenges of managing online vocational training, namely to disseminate and manage learning.

Because, beyond theacquisition of knowledge by the target audience, the LMS allows trainers to precisely follow the paths of participants: performances, difficulties, contributions... This in order to control the learners' journey, but also to improve and enrich the content according to the goals of pedagogy implementation.

Traditionally installed in the field of corporate training, the LMS has been able to adapt to development of pedagogical and technical innovation in training since it can now integrate other learning modalities.

However, insofar as the LMS is in the hands of management, The learning experience is rapidly reaching its limits since it does not correspond to the technological habits of the learning community and to the fluidity of experiences offered by platforms in the private sphere (social networks, streaming, etc.).

LXP, Learning Experience Platform

It is to respond to these new behaviors that another Model of training platform has settled into the educational landscape: the LXP, Learning Experience Platform.

This is a technology that, unlike the LMS, which is more “supervision” oriented, aims to create a training ecosystem where pedagogy is centered on the learner experience.

Independent or integrated, the LXP platform therefore complements the learning path provided by the LMS. To do this, it relies in particular on adaptive learning — which we will discuss a little below — to offer a training program adapted to the individual, based on their profile and their interactions with the available content.

Often more intuitive and focused on the learning community, LXP is illustrated as the answer to the challenges of a Strategy of personalization of training.

Virtual reality (VR) and augmented reality (AR)

Virtual reality (VR) and augmented reality (AR) are innovative training solutions which make it possible to leave the field of traditional theoretical pedagogy in order to learn differently. Indeed, they are part of the tools of what is called TheImmersive learning, immersive learning.

Used in the context of vocational training, they are used in particular to develop the acquisition of skills through practice. Thus, while they are often deployed in the fields of industry, aviation or medical, they can be adapted to any training project:

• develop soft skills;
• to do prevention;
• simulate complex practices;
• prepare teams to manage emergency situations...

However, although virtual reality and augmented reality are often confused, they are in fact two different technologies:

• virtual reality creates entirely fictional environments using a VR headset and thus offers a 360° immersive experience
• Augmented reality superimposes virtual elements, visible using a digital screen (smartphone, tablet or glasses), onto the real environment

Whatever the application, these tools enrich learning methods and are also excellent supports for gamification of training paths.

Virtual classroom

The virtual classroom is an educational tool used to carry out distance training. To do this, the concept aims to bring together the trainer and the learners in a synchronous, and this, without the geographical location of each being a constraint.

While this pedagogical modality uses some of the codes of face-to-face sessions, in reality it is not enough to transpose a “traditional” course behind a screen to implementing a virtual classroom.

First, because its effectiveness is based on others particularities specific to the animation of a distance class. As a result, such deployment involves rethinking the program as a whole, namely:

• educational course;
• learning pace;
• course scripting;
• support design;
• means of monitoring and coaching participants;
• deployment of digital tools useful for the animation of the virtual classroom and the management of online exchanges, etc.

But also, and above all, because the virtual classroom meets the need for the learning community to be together at the same time to discuss and work.

So, the virtual classroom cannot be a classroom where information only flows in one direction. On the contrary, to be effective, it must rely on interactivity between the trainer and the learners themselves.

Long considered to be a simple A way to optimize the face-to-face (costs and organization), the virtual classroom was able to assert itself during the pandemic by showing itself as a reliable and relevant solution for ensure educational continuity.

Adaptive Learning

Adaptive learning is an educational medium aimed at personalize the learner's journey. In particular, it relies on artificial intelligence to identify individual needs and train each individual according to their profile, of its existing achievements, of its detected difficulties and of its abilities to learn.

For that, adaptive learning is based on three variable components:

• appearance, which corresponds to the formats of the content presented;
• the order, which defines the structure of the training according to the pace of progress (how and when the various modules are deployed);
• coaching, which refers to actions to help the learner overcome obstacles and lead them to success.

More often than not, the adaptive learning path is initiated by a positioning test. Depending on the results, the algorithm then offers a different course of study to each learner. Then, data collection allows him to analyze the assimilation of the concepts discussed, progress, mistakes made and/or repeated, points to work on, etc.

Increasingly popular, this ultra-personalized approach thus makes it possible to optimize and to speed up the Increase in competence since it focuses on the objectives determined, and updated in real time, for each learner.

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And why not a collaborative back office?

The world of learning and training is not lacking in innovation. Beedeez has set up a simple and collaborative Back Office. The objective of this solution? Allow you to easily create your training modules. In a few minutes you can design your knowledge capsules and preview them in real time.

A precise analysis of the progress of employees

Beedeez has developed a very advanced control interface allowing you a statistical tracking extremely precise, team management via actions targeted at supervised groups of learners. All this combined with statistical analysis in real time and very visual, allowing you to make decisions quickly.

A simple and multilingual interface

Your community can be animated in real time thanks to notification and gamification campaigns. Of what engaging your learners in the field in a few clicks. This solution allows you to automatically translate your training content into more than 25 languages.

Innovating in training: an essential investment

Train in a different way. Develop learners' autonomy. Instill a more human dimension into learning. Optimize training time. Better manage costs. While face-to-face training has not said its last word, innovation in training is essential.

But if the modalities and educational tools are numerous, innovating in training does not end with the choice of an educational technique rather than another, to the establishment of one technological device in place of another.

Today, these innovations can be linked to each other. The priority for rethinking a training model is therefore to conduct an overall reflection. This is so that the resources deployed precisely meet the objectives of an educational project, as well as employee learning experience requirements.

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Chapter XI

The actors of vocational training

Employers and beneficiary assets are often associated with the theme of vocational training. However, we almost always forget the main ones training actors, those responsible for supporting the development of skills in the job market: training providers.

Who are they? What is their role? What are their offers? From the private sector to public institutions through the EdTech, discover those who are building the training of today and tomorrow.

What is a vocational training provider?

First of all, let's start by presenting the training provider, its field of intervention as defined by the Labor Code and its status.

Definition of training provider

The training provider, also called a provider or organization, is a person, natural or legal, who carries out, by means of an agreement or a contract, the skills development actions defined in article L6313-1 of the Labor Code.

Field of intervention of the training provider

Training action

As provided for in the new definition introduced by the Law of September 5, 2018, the training action corresponds to an educational path that makes it possible to reach a professional objective.

So, the provider provides training activities short or long, with varied teaching methods and whose purpose may be to acquire a certificate, a certification, a professional title or a diploma.

Skills assessment

The skills assessment falls within the field of vocational training. It is also defined by the article L6313-4 of the Labor Code as an approach implemented by an asset for analyze your professional and personal skills, their skills and motivations, in order to define a professional or training project.

One skills assessment provider therefore supports the beneficiary in this process. This is to guide him in building his career development.

Validation of acquired experience

Like the balance sheets, the actions to validate the acquired experience (V.A.E) are assimilated to skills development (article L6313-5 of the Labor Code) since they aim to obtain official recognition of skills through certification.

However, V.A.E is often long and tedious since it is carried out in two stages: first admissibility, then validation, which requires an important preparation phase before going before a jury.

Training providers can then provide methodological support to people involved in a V.A.E approach.

Training through apprenticeship action

The development of professional skills can be carried out through an apprenticeship, which makes it possible to prepare any diploma — professional or technological — issued by national education.

La Law for the freedom to choose one's professional future has changed the contours of apprenticeship, which is now available until the age of 29.

So, This training modality is aimed both at people who wish to orientate themselves (initial training) and at those who seek to reorient themselves (continuing education) by alternating periods of theory, in a training center, and of practice, in a company.

In this case, an apprenticeship contract is signed by the company, the beneficiary and the provider, an apprenticeship training center (CFA). And it is the latter who is then in charge of provide theoretical education.

Legal status of training organizations

The training market in France is relatively open. There is therefore no constraint imposed on legal status to practice.

As part of a search for a training provider, it is therefore possible to contact a:

• independent trainer;
• business;
• association;
• public sector educational institution;
• consular agency;
• local authority, etc.

According to figures put forward by the Ministry of Education, in February 2020, more than 48,000 training organizations, public or private, were registered in the country.

What are the other mechanisms for financing vocational training for employees?

The training market is divided into two main categories: private organizations, which carry out nearly 80% of the activity each year, and public institutions, which represent the remaining 20%.

In addition to these organisms, two other types of structures gravitate in the vocational training environment : CFAs, which can belong to the private or public, and the EdTech ecosystem.

Private training organizations

Independent trainers, companies and associations

As we saw above, there is no legal status imposed by the regulations to carry out training actions. We then find different types of structures — for profit or not for profit — in the private sector.

The private organization can thus support the training of:

• individuals involved in an individual professional project;
• employees through the company and its skills development plan;
• learners as part of training provided by another organization.

Covering all fields of activity, thousands of these actors are spread across the country and actively contribute to lifelong learning.

Apprentice training centers - CFA

Les apprenticeship training centers (CFA) are the organizations responsible for managing the theoretical pedagogy part of an apprenticeship training course.

Indeed, contrary to what one might think, this path is not exclusively reserved for the youngest and is aimed at a large category of active people who are involved in a Apprenticeship process to train or reorient yourself.

Apprenticeship training centers may be general or specialists in a professional branch and are managed by public institutions (consular chambers, local authorities, national education, etc.) or by organizations in the private sector (professional unions, associations, companies, etc.).

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Apprentice training centers - CFA

Group of establishments - GRETA

Les clusters of establishments (Greta) are organizations created by educational institutions, colleges, general and vocational high schools, which pool their skills and resources in order to boost continuing education at the local level.

These organizations are aimed at all working people: private employees, public service employees, public officials, job seekers, adults in integration through an assisted or professionalization contract, and to individuals on an individual basis. As well as to businesses under the implementation of professional training for employees.

There are 137 Greta across the country, including at least one in each department. Each of them is attached to the academic rectorate of the region, which orchestrates the distribution of areas of intervention.

The strength of the Gretas lies in their network functioning and the plurality of “grouped together” skills that allow them to offer training actions in numerous professional fields: crafts, support functions, industry, languages, etc.

Les training courses deployed by the Greta are exclusively intended for adults. As a result, they are tailor-made and the teaching methods are adapted to the constraints of working life (face-to-face or online, evening classes, sessions lasting several days or spaced over time, etc.).

National Agency for Adult Vocational Training - Afpa

Afpa is an institution that is a member of the public service such as Pôle Emploi or local missions. It has 116 training centers spread throughout the country and is defined as a “reference operator for social inclusion and promotion through qualifications and employment”.

To carry out its actions, Afpa has two subsidiaries, one of which is intended forsupport in the employment and training of companies and employees, and the other to that of job seekers.

As part of its missions, Afpa offers a wide range of training courses across five categories:

• diploma courses;
• preparatory courses;
• career paths;
• alternation;
• regulatory pathways.

The duration of Afpa training courses varies, ranging from 3 days to more than 6 months depending on the professional project. Likewise, they can be carried out face-to-face, remotely or in blended learning.

Note: According to its 2020 activity report, Afpa is a partner of more than 6,000 companies and 1 out of 8 active people have been trained by this organization.

Consular chambers - CCI, CMA and agriculture

Les consular chambers are public bodies responsible for ensuring the interests of local businesses in the following professional branches:

• commerce and industry (CCI);
• trades and crafts (CMA);
• farming.

Among their missions, they also ensure the development of skills specific to their sectors through Vocational training and apprenticeship path.

This educational support can target all audiences: young people in the context of initial training, businesses, employees and job seekers.

National Conservatory of Arts and Crafts - CNAM

The National Conservatory of Arts and Crafts (CNAM) is a public body attached to the Ministry of Higher Education, one of whose missions is toEnsuring lifelong learning.

To do this, it provides vocational guidance advice, regardless of status, and offers all types of training in line with the Professional Development Project Of each:

• degree or certification;
• to the instruction card;
• short training;
• Validation of acquired experience.

The fields of activity targeted by CNAM courses are broad, ranging from accounting to psychology through construction. Likewise, depending on the educational path chosen, the Training Can Be Carried Out Through One Pedagogical Modality or Several Teaching Methods combined (face-to-face and remotely, for example).

The training market has long been shared between private sector organizations on the one hand, and public organizations on the other. But today a new player now features a fully-fledged place in it.

EdTech and start-ups

The ecosystem of EdTech and its start-ups Is positioned as a somewhat different player in vocational training. Indeed, EdTech designs solutions that meet the new expectations of the training sector where it is becoming necessary toAccelerate the growth of educational technology.

To do this, it operates in a wide field since it offers as well:

• new tools for businesses and training organizations;
• New educational models for individuals.

Thus, this ecosystem is versatile and, in the same way that it has been able to support millions of employees to train during periods of partial unemployment, it can very well offer relevant solutions to professionals who are part of a Process of digitizing training.

What are the quality certifications applicable to vocational training actors?

Qualiopi certification

For a long time, there were no specific requirements imposed by regulations concerning the Quality of Educational Paths provided by training organizations. Between Datadock, the numerous labels and other certifications, the context was then faced with a great disparity in the offer on the training market.

In order to provide better visibility to the clients of training providers, the “Professional Future” law has therefore established a quality procedure for Organizations Wishing to Continue to Benefit from Training Financing Through Public and Shared Funds.

So, the Qualiopi certification Becomes Mandatory as of 1^Er January 2022. Its obtaining is subject to the implementation of a quality approach in accordance with the national standard and validated by an audit.

The EDUFORM label

EDUFORM is a quality label deployed by the Ministry of National Education and Youth. It is aimed at all private and public training providers.

Recognized by other actors in vocational training, in particular prescribers and funders, the EDUFORM label is awarded by the Ministry at the end of a certification procedure comprising three main steps: admissibility, audit and examination of the application by the EDUFORM National Commission.

Obtaining the label is subject to the deployment of a pedagogical approach that meets the 14 criteria of the quality framework. The Label Is Awarded for Three Years and Allows Automatic obtaining of Qualiopi certification.

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