Des pratiques pédagogiques par alternance vers un modèle « d’apprenance » européen et les prémices d'un référentiel métier « d' Accompagnateur, animateur, médiateur d’apprenance par alternance »

In today's world, yesterday doesn't really tell the story of tomorrow; the only constant is change and unpredictability. Uncertainty has become the norm. In this context, everyone has a responsibi...

The partners in the 'ApprEUnance' project, based on the objectives of their training programs and on listening to the needs of their learners, had the ambition of reflecting on the foundations of a European learning pedagogical model that would fit in with the current context of uncertainty.

Through the project, all the partners produced a 200-page intellectual output. This production presents the concept of 'apprenance', which forms the basis of the initial reflection. Firstly, through the definition given in the educational sciences, but also that developed by the group itself through its own reflections arising from the program's exchanges and training sessions. In terms of methodology, 2 investigative activities were carried out. 1°) A comparative survey of training engineering implemented within partner structures, followed by an analysis of similarities and invariants. 2°) Interviews with learners. Perhaps more unusually, but based on the reflections and learning of the program's partners, it seemed appropriate to interview the learners. In fact, training systems are designed by experts, but without involving the people who are primarily concerned - the learners. Placing the 'learner-contributor' in the training engineering implemented therefore seemed essential to us, and a strong recommendation emanating from this project.

The action-research work carried out has resulted in an intellectual output that reveals 4 areas that institutions should invest in when implementing vocational training: 1-Fostering 'enabling' environments: 2- Valuing learners' experience: 3- Encourage peer-to-peer learning: 4- Make room for the learner as contributor: According to the participants themselves, this action-research project has undeniably enabled each European partner involved in the project to re-examine the practices and engineering in place in their own organization. What's more, this collective effort can be expected to help rethink established models of work-study training engineering. However, it seemed to us that this could not be achieved without an in-depth reflection on the training of educators and trainers. Indeed, to implement this unique form of engineering, the trainer's role is to give the learner his or her rightful place, and to foster the conditions for the emergence of 'empowering' environments, both within the training center and in support of those involved in the learner's socio-professional life (parents, tutors, etc.).