Abstract:

In previous ICERI conferences, we highlighted the specific nature of apprenticeship training (students studying at university and also working under a contract with a company) at Gustave Eiffel University, and, more precisely at IFIS Institute in association with CFA Descartes for Apprenticeship
We propose a skill-based education involving student-learners, university referents and apprenticeship supervisors, based on the STUDEA platform.
A preliminary survey was conducted with a hundred student involved in three bachelor's degrees in building and construction field, also with their academic mentors and apprenticeship supervisors. The aim was to assess the way the STUDEA platform was used by this triad, and to gather the perceptions of the follow-up and skills evaluation acquired during the work-study periods. The main goal is to improve understanding of how the STUDEA platform is used to design more effective methods for promoting professional skills at university.

Scientific positioning and methodology:
Our approach is transdisciplinary, rooted in action-research. with a focus on managing complexity through the construction of meaning (Genelot, 2017). In this way, knowledge based on the experience of stakeholders in the workplace is central to enhancing students' skills. Knowledge production is seen, in a constructivist way, as a process, with a distinction made between notions of constructivism and instructionism (Brown Martin, 2018). .

A new skills-based approach:
The skill-based approach has become central in French universities (Poumay, & Tardif, 2017). The emphasis is now on assessing the skills acquired by the students and their improvement, particularly during their apprenticeship.

Limits and areas for improvement:
STUDEA presents several limits. It only identifies skills achieved at a specific time of year of training. However, in a lifelong perspective on skills development and traceability, it is possible to provide new solutions. The risk of drifting towards increased " plateformization " of relations between all the stakeholders in the educational system will also be raised. The "technological solutionism" of tools imposed without consultation or real assessment, is a challenge for the academic community in integrating these digital educational platforms.

Conclusion and outlook:
This paper is a "work in progress", firmly rooted in a quality process and ongoing improvement approach. The results presented will provide a framework for further research into skill-based approaches in French universities, to improve progress and employability for apprenticeship students.
As part of a life-span learning approach, the paths we follow must be based on a "transforming education, transforming lives" perspective. This means creating a genuine way for a learning organization, built by interactions between universities teachers, apprenticeship supervisors in companies and students.

References:
[1] Brown-Martin, G. (2018). Education and the Fourth Industrial Revolution. In 11th ICERI International Conference. Sevilla, Spain.
[2] Genelot, D. (2017). Manager par et avec la complexité. Ed. Eyrolles
[3] Poumay, M., Tardif, J. & Georges, F. (2017). Organiser la formation à partir des compétences : Un pari gagnant pour l'apprentissage dans le supérieur. De Boeck Supérieur.
[4] Zarifian, P. (2001). Le modèle de la compétence. Paris, Ed. Liaison.

Keywords:

Skill-based education, professional skills, digital transformation, apprenticeship, student, platforms, action-research, France.