“Building oneself with and in the world: Part of oneself, part of others” was the theme of the international biennial of education, training and professional practices which took place in Paris in September 2023. A very appropriate theme with regard to the European ApprEUannce project and an opportunity to present the first results of action research carried out for 2 years.
This is how, in the middle of the plenary conferences of JP.KAUFMANN, F.LAPLANTINE, etc., dozens of communication workshops, symposiums or professional conferences, the dissemination event of the ApprEUannce project was held.
An opportunity for the 7 European partners to present the first conclusions of the comparative study of training systems and the feedback from the learners' contribution. The summaries produced by A.CHAUVET of the association KELVOA and S.FERAGU, research director at THIS closed the event.
In the middle of these presentations, the intervention of 2 alternating students from the Hadol MFR (Vosges) particularly caught the attention of the participants. Thus resuming the conditions favorable to learning, they were able to emphasize the emotional, cognitive, behavioral, social, contextual, temporal and reflective dimensions which positively accompany their training course. Beyond the richness of the subject, these interventions confirmed the relevance of the approach undertaken by the ApprEUnance program of giving learners a voice.
Towards the contributing learner
In professional training, if it is natural to solicit the voice of professionals in the drafting of standards, training content and courses, at what point do we question the learners, who are the first to be affected by the systems put in place? How are training courses designed to respond to the world's priorities?
socio-professional? Are they operational? What are the needs and expectations of learners? What could facilitate learning? How to promote informal and non-formal learning? … are examples of questions that deserve to be investigated.
Like what was done in the media field (BRUNS.A, 2009) or initially that of public health (DONABEDIAN.A, 1992), this time of cooperation could be positioned as a first step towards a logic “user-contributor”. So, for all training courses, how can we imagine an engaged “consumer” (the learner) who participates in the content he “consumes” (the training program)? Therefore, cannot this suggestion from the “ApprEUnance” program open the way for partner institutions (and others?) to (re)invest the margins of freedom offered within training systems by placing the learner at the heart educational engineering approaches?
Build training courses " with " and not just “for” the learners; a great ambition for any trained engineer.
