20% of an age group comes out of the educational system without qualification. Should this non-quality of the educational process be questioned? Quality management is now a widely accepted an organizational framework of managerial culture. The emergence of a new social contract, characterized by the New Work Order seems concomitant of New Public Management which promotes organizational concepts taken from the business culture and applied to institutions. These transfers can nonetheless cause problems. For example, translating principles in a different context, and also when stakeholders are not receptive or even refusing both the paradigms and their implementation. We analyze the applicability conditions of the ISO 9000 norm to educative institutions, focusing on vocational education which contains special features that allow us to understand the aim of the educational system as the preparation to a first professional position. Based on a field-work of semi-structured interviews, we propose a modelization of the process as well as recommendations about applicability conditions of a quality management course of actions in an educative institution. We also try to go beyond the impact analysis of organizational issues when applying ISO 9000 in an educative context. We unveil a complex system of sometimes contradictory customer voices, or stakeholders taking up different roles and functions in the process. We have tried to set up an analytic tool to monitor the relation between an individual and an organization, or a student and an institution. To do so, we adapted Rousseau’s Psychological Contract Index both to the public target population and to the context of the relation. A set of collected data quantitative study allowed us to isolate a series of factors influencing implicit and explicit dynamics at work in education and professional training. A procedure is not necessarily a continuation of answers but it can be a means of asking questions.
