| Summary: | In a context of fierce competition, the training centers specialized in distance learning must acquire skills in training engineering and in developing innovative plans of action. They need skilled workers who are able to innovate and also promote the value on the market of the programs which were created. Following those observations, we analyze the nature of the job(s) connected to innovation in the vocational sector and more specifically distance learning in such an environment. Can we still designate these professionals as pedagogical engineers? Do they take into account the valuation of the service created on their market? In order to answer this, we have consulted several professional references offered by the institutions of the sector, then we studied the system of reference of ten professional titles of pedagogical development officially recorded. This work enabled us to remark that the traces of new professional activities are perceptible in the landscape of the training sector, mixing innovation, pedagogical engineering and the marketing of the training programs. A new professional appears and distinguish himself from the former idea of pedagogical ingineers by his capacity of answering to the political, pedagogical economic and also commercial needs and constraints of the involved actors.
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