AERONET From a French Perspective

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AERONETFrom a French Perspective
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AERONET in France

• Three Partners Airbus Industrie, Toulouse
  Private Vocational Lycée for the Aeronautic
  Industry (LPPIA), Toulouse Céreq, Marseille

• Four persons, who contributed to this
  presentation Odette Peyran, Pascal Petit, Alain
  Savoyant und Annie Bouder.

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Training at the LPPIA (Private Vocational Lycée
for the Aeronautic Industry) - Toulouse
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Training at LPPIA, Toulouse
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Training at LPPIA, Toulouse
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Professional Tasks

• We have worked with the list of tasks developed
  in Germany meaning that we have compared them to
  the tasks performed in Airbus-Toulouse

• For this comparison we have made use of the tasks
  performed by those holding a Bac Pro

• The profiles that have been compared in this way
  present very clear similarities between countries

• But also very interesting differences

• of which it is difficult to say, whether they
  come from the different training systems or from
  the different patterns of work organisation.

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Two patterns for deploying skilled workers (1)

• The structure of educational provision seems to
  exert most influence on the deployment of
  Mechanics

• then, out of the 12 German professional tasks
  only 5 to 6 also clearly belong to the French
  tasks profile

• For Electricians, the situation is totally
  different since 8 out of the 11 tasks are the same

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Two patterns for deploying skilled workers (2)

• Skilled workers trained as System Mechanics
  (Bac Pro level) are coming from 3 different
  tracks of prior training. Trained young people
  coming from these earlier tracks are also hired
  by Airbus

• These latter are those who are in charge of the
  tasks that are not common to France and Germany

• The System Electricians for their part, are
  coming out of one single track of prior training,
  that is already clearly specialised. They do make
  use of the whole breadth of their qualification.

• This does not mean that skilled mechanics do not
  know how to accomplish some tasks. They have
  learned how. But they are rarely asked to do so
  .

• Should we therefore keep them as belonging to the
  Typical Professional Tasks ?

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From professional to work tasks

• Up to now, we have been speaking of
  professional tasks . It is time to distinguish
  them from work tasks

• Professional tasks refer to the global work
  process in the plant

• We must now define the actual work tasks in order
  to be able to conclude about the individual
  competencies and knowledge needing to be acquired

• In the AERONET Project, this remains to be done
  in the next step the learning station analyse.