Réseau Africain des Institutions de Formation de Formateur de l’Enseignement Technique (African Network of Technical Education Training Provider Training Institutions)
The constitution of RAIFFET, on the initiative of the Libreville ENSET, the Abidjan IPNETP, the Aix-Marseille IUFM, and other partners quickly after, aims to develop discussions and cooperation in relation to training and research in the fields of scientific and technological education and vocational training in industrial and tertiary fields. Its objective is to develop north-south and south-south relations in scientific, technological and vocational education.
RAIFFET has organised three international conferences in 2005 in Libreville (technology education, vocational training and sustainable development), in 2008 in Tunis (technology education, vocational training and the fight against poverty) and in 2011 in Dakar (technology education, vocational training and equal opportunities) with the support of Unesco and the AUF. The next one will be held in Rabat in October 2014 (Technological Education, vocational training and teacher training).
From the outset, by focusing on the training of teachers and training providers, to the relationship between education for all (and more specifically technology education) and vocational training, RAIFFET has been at the heart of Unesco's issues but also those of all the major international institutions such as the AUF, IRD, the EU or the World Bank.
To this end and although the problems are different between countries in the north and south, shared issues exist that are likely to lead to the formation of research communities that are not limited to sociocultural, socioeconomic or socio-professional studies. Indeed, issues related to the transmission-acquisition process of scientific, technological and professional knowledge within the school setting - whether it's a question of education for all or vocational training at a high level of specialisation - involves the implementation of ever more sophisticated systems that are part of the complex processes of teaching and learning of knowledge that lose part of their social legitimacy when they enter the School.