This training obligation cannot be solely aimed at persons holding the position of tutor. According to their respective roles, persons in charge of workshops, cooks, “house mistresses” and night warders need to receive the necessary training for relations with children in difficulty. This is not a question of confusing different roles, but of helping the adults to share the same approach to the minors catered for and to speak to them in a single voice. Nobody should enter and stay in a CEF in order to work without having received the necessary training. b/ There cannot be any tutors without an educational project. It is incumbent upon the heads of each institution to elaborate a project concerning the children catered for. This project needs to be composed of objectives and means. The objectives are concerned with the contents of the children’s learning. The learning itself concerns their behaviours, their social life, attitudes towards the offence and behaviours to be promoted and achieved. The means concern the forms of individual and collective life and the rules to be applied to the latter, in particular with regard to discipline and incentives, contact with the exterior, and practical arrangements, belonging to the young offenders’ institutions or accessible, which can facilitate fulfilment of the objectives. Initially drafted by the heads of each facility, the project needs to be taken up by the staff, and educational staff in particular. The latter need to enrich the project by bringing their experience to it, so that they can then assimilate it. It should constitute the common cement of their attitude towards the children, so that there is as little disagreement as possible with regard to fundamentals concerning to the latter (while differences in expression thereof are on the contrary welcome). The project needs to be regularly revised, as experience is acquired, in close coordination with the educational team, for example every two or three years, without these periods being absolutely fixed. These amendments of course have to be compatible with the official texts governing CEFs. c/ There can be no education without formalisation. The educational project should serve as a basis for the individual observations which need to be included in the documents concerning each adolescent catered for (document on individual measures for dealing with young offenders referred to as the DIPC / document individuel de prise en charge), which are too often neglected. For the purposes of mutual sharing, support and progress, professional practices should be formalised in the various different accessible documents to be adapted according to the institutions. In one institution inspected, “behavioural files” were drafted by the management on the basis of common reflection: the tasks were thus coordinated and made easier. d/ There cannot be any education without consistency on the part of adults. Frequent meetings should enable coordination of responses to questions concerning young people arising from their behaviour. Agreement needs to be established with regard to the question raised, the conclusions to be drawn therefrom and the response to be made. It is necessary to avoid confusion of children due to divergent attitudes and different responses on the part of adults. The soundness of the response also depends upon the consistency and lack of ambiguity thereof. 53