immediately lead to this form of success. The majority of these young people have a striking absence of hope in a better future. In this context, the priority appears to be care and educational and psychological support. The latter constitute the preconditions for enabling minors with major difficulties in CEFs and in EPMs to become autonomous. 2.2 Support towards Requirement Becoming Autonomous, an Educational As pointed out above, EPMs only allow a limited margin of autonomy, and the question is not fundamentally different for them than in traditional prisons, and more particularly in what are referred to as “new concept” wings, which are specifically oriented towards social rehabilitation 89. Their educational purpose is nonetheless asserted and the practices observed by the inspectors shall, for the most part, be addressed by means of comparison with practices in CEFs. Conversely, the fact that CEFs are subject to the provisions of the Social Action and Family Code leads them to guarantee autonomy by means of internal measures, which only involve restrictions insofar as the child’s interest so requires and subject to respect for the latter’s fundamental rights. This is not always what appears in practice (A). It must be admitted that it is not an easy task; it presupposes great professionalism on the part of the educational teams and real commitment on the part of the authorities and partners (B). 2.2.1 Support towards Becoming Autonomous tested in Practice The educational methods implemented by institutions have to be shown in certain specific documents; the latter are not free from ambiguity and contradictions. Moreover, they are not always implemented in accordance with their professed intentions. 2.2.1.1 Internal Documents Each CEF has to draw up a “service plan 90” defining its objectives and setting out its methods of organisation and operation in view of the stipulations made in the required conditions. In the majority of institutions, the initial service plans, frequently referred to as the “institutional project” or “educational project”, have been drawn up by persons or teams – presumed management or management association etc. – that do not always exercise concrete and permanent activities within the institution. Generally speaking, it is intended as a theoretical and practical frame of reference. As far as the educational aims are concerned, the notions of learning to respect limits, socialisation, social integration and avoidance of recidivism appear much more frequently than the notions of becoming responsible and autonomous. Conversely, a rare few institutions promote the notion of “care” (in the sense of protection). 89 Within the framework of the so-called "13000" prisons programme, this involves the creation of institutions more specifically adapted to short sentences and to the end of sentences, specially orientated towards social rehabilitation by means of collective and individual activities, both inside and outside of the prison. 90 Obligation resulting from the required conditions, in accordance with article L 311-8 of the Social Action and Family Code (CASF). 109