Normes, attitudes et développement professionnel : une analyse des logiques et pratiques de formation Au programme supérieur de spécialisation en finances publiques (pssfp)

Abstract

The aim of this thesis is to analyze the rationale and practice of professional training for public servants working in public administrations, particularly those of MINFI, who have been trained in the PSSFP. The starting postulate is that professional development in the context of Cameroonian public administration is the process by which public agents collectively contextualize and actualize their mandates as agents of change, and acquire and develop an essential knowledge economy, thus presenting itself as the lever of the system's efficiency. The general hypothesis of this study is as follows: via the consubstantial link between the training environment and the labour market, the consideration of norms, attitudes and training logics accounts for the professional development of public servants. The general hypothesis can be broken down into three secondary hypotheses: - HR1: through their normative and structural dimension based on statements and comments made in the organization, norms account for the professional development of 2011 contract staff assigned to MINFI and also undergoing training at the PSSFP. - HR2: because of the complexity of professional situations due to the socio-professional reality, attitudes, which are specific behaviors, account for the professional development of the said public servants. - HR3: by focusing on reflective practice during the training of trainees, with the emphasis on immersion in companies, the logics reflect the professional development process. The data was collected using an interview guide administered in a focus group and semi- directive interviews with public servants trained in the PSSFP. The data was transcribed, processed and analyzed using the thematic content analysis method. The data analyzed yielded the following results: firstly, the standards reflect the professional development of public servants. Secondly, the attitudes of the various players involved in training for the PSSFP reflect the professional development of public servants working for MINFI. Thirdly, the results of this study reveal that the PSSFP, in its training logic and practices, considers that the learners who are trained there are professionals, and consequently do not need support in terms of internships to be better equipped. However, Perrenoud (2002) believes that reflexivity is the best tool for vocational training, and is conducive to professional development for all workers. The study necessitated the clarification of certain concepts, in order to give the orientation adopted by the research, and to make this work comprehensible.