Network of Francophone Professional Associations (RAPF)
This network was created on 11 October 2011 by five French-speaking professional associations, with the assistance of the Organization Internationale de la Francophonie (OIF).
Its purpose is the sharing of the French language protection strategies in the professional world (see website: http://www.francophonie.org/Un-reseau-des-associations.html )
The RAPF regroups at the present stage thirteen professional associations established, in addition to France, in the various francophone countries of Africa, Lebanon, Quebec, Belgium and French-speaking Switzerland. These associations, which are very diverse, include notaries (ANF), surveyors (FGF), accountants and auditors (FIDEF), standardizers and qualitative experts (RNF), engineers and scientists (UISF), specialists (AFITEP), biomedical technologists (ASSITEB-BIORIF), officials from international organizations (AFFOI), physiotherapists / physiotherapists (FIOPF), nurses (SIDIIEF), engineers and maintenance managers (AFIM) ), Francophone Pharmacists (CIOPF) and Young Entrepreneurs in International (CJD-I).
He recalled that economic Francophonie accounts for 14% of the world’s population, 20% of economic exchanges and 11% of exchanges of cultural products and services
The RAPF was officially launched at the Colloquium on Professional Francophony held on March 20, 2012 at the offices of the OIF.
The RAPF gave rise to various events, the last of which was held on 4 December 2013 by a seminar on vocational training, entitled “Training in French: an asset for global competitiveness”.
Various aspects were raised during this seminar.
In particular, it was stressed by various interlocutors the importance of developing standardization systems in French, standards being the basis of economic exchanges. The steering of this action is organized by the “Réseau de Normalisation et Francophonie (RNF)”, a founding member of the RAPF, set up by the Bureau de Normalization du Québec and AFNOR and represented in most of the countries using the French language (see website: http://www.lernf.org ).
Other presentations were made by the representatives of Switzerland, Cameroon, Senegal, Quebec, France and Burkina Faso on vocational training in various trades.
The Swiss representative, a senior official at the Swiss Training Secretariat, raised the question of adapting European programs to Africa, stressing the importance of not opposing initial training and vocational training.
(Note in passing that the Swiss, where vocational training is of the highest level, often evoke the difference between the French approach, based on the acquisition of “knowledge”, and the Swiss approach, based on acquisition ‘skills’ .We read with interest the site of the facts and data of the Swiss vocational training http://www.news.admin.ch/NSBSubscriber/message/attachments/30151.pdf ).
The President of AFIM stands against the current trend towards “virtual” teaching based exclusively on the computer and stresses the need to return to the concrete technology education . It is not by computer that you learn to weld without a pipe, to turn a room without a tower or to cycle without a bicycle … On the other hand, he insisted on the importance of a “digital strategy of Francophonie “and mentioned the actions taken by its organization to maintain the place of French in the international systems of digital data exchange, in particular for product catalogs.
Were also discussed for all university courses online (MOOC for “massive open online courses,” or “Waves – online courses open to all” see the ocean portal http://www.ocean-flots.org) .
The representative of SOFIOM, a member of the UISF, presented the following set of good practices in education and vocational training:
– The vocational training needs, qualitatively and quantitatively match the needs of the professional activity of the country , not to mention that the number of companies include wholesale 5% managers, 15% of technicians and supervisors and 80% Performers. What favors vocational training (examples from Switzerland and Germany)
– Business and professional education shall not constitute two separate universes, but the bridges between them must be many , including curriculum development and alternation
– In professional education, we must learn to work together head and hands . The computer is a powerful tool, but it can not replace physical contact with the teacher, learning about technology (what tools are used, how to use them), or manual skill Learns, among other things, to “wet his shirt”).
– The first concepts to learn is that of safety . One does not have the right to send a trainee to a workplace without learning the basics
– We never work alone company. We must learn, at school, namely teamwork , ie communicate, and whether accepting colleagues, each with its advantages and through
In conclusion, a number of recommendations were made, starting with the identification of what exists in terms of training in the Francophonie, strengthening the links between the academic world and professionals, monitoring the evolution of trades Of the various contexts, the good adaptation of the programs to the young people, and finally thinking about the long term, which requires the support of the governments.
By Gérard Neyret