The 2018 reform of the French apprenticeship system significantly liberalized its structure, facilitating the creation of new training programs. The government also provided substantial financial incentives to encourage companies to hire apprentices. These measures, particularly reinforced during the COVID-19 pandemic, led to a dramatic and quick increase in the number of apprentices, rising from 437,000 in 2018 to over one million in 2023 (Plé, 2024). This unprecedented growth, coupled with an increasing reliance on work placements in school-based training, has positioned alternance training “formation en alternance” as the dominant training model endorsed by French authorities (Veillard, 2023). However, this rapid expansion has raised concerns about the pedagogical quality of such programs. In response, France Compétences -the national agency responsible for coordinating vocational training- launched a research initiative to assess and enhance the quality of alternance training.

This study investigates a critical challenge in alternance (and dual) courses: the transfer of knowledge and learners’ transition between classroom-based instruction and workplace learning periods (Beach, 2001; Zittoun & Perret-Clermont, 2002; XX et al., 2024). Specifically, it explores the role of Intermediate Situations (IS), hybrid learning environments that serve as interfaces between academic instruction and workplace experience (Métral, 2016; Zitter et al., 2016). Rather than adopting a purely utilitarian perspective, IS aim to foster the integration and mobilization of knowledge in professional practice, supporting learners’ long-term development. The research pursues three main objectives: 1) mapping the use of IS in alternance training programs by identifying their presence, type, and prevalence; 2) analyzing the factors influencing IS implementation, including regulatory, organizational, and socio-professional determinants; 3) Assessing the pedagogical impact of IS by examining their instructional characteristics and effects on learning activities.

We use a mixed-methods approach combining: 1) a quantitative survey conducted in the Bourgogne-Franche-Comté region, analyzing the prevalence and diversity of IS across training programs; 2) Six qualitative case studies across different sectors (agri-food, healthcare, construction, and social work) and qualification levels (post-secondary and higher education). Data collection included structured questionnaires, semi-structured interviews with learners and trainers, and classroom/workplace observations.

The quantitative survey reveals that IS are present in more than two-thirds of training programs, though their use and characteristics vary widely. These situations take multiple forms, including practical sessions in school workshops, role-playing exercises, real or virtual simulations, student-led projects, and debriefing sessions following workplace training. A typology, developed using statistical classification method (MCA supplemented by an HAC), categorizes training programs into five classes based on the similarity of their pedagogical approaches. This typology highlights the diversity of instructional strategies used in alternance programs, reflecting distinct training cultures across different fields and educational levels. For example, while internships are deeply embedded in healthcare training (e.g., nursing, midwifery), they are rarely paired with apprenticeship models. The qualitative case studies confirm the pedagogical value of IS in developing professional skills. Interviews with learners indicate a strong preference for these situations, with many expressing a desire for increased opportunities to engage in them. However, the findings also reveal that the full potential of IS is not always realized due to several challenges, particularly a lack of didactic expertise among trainers.

Workplace-based skills training courses in vocational high schools play a crucial role in preparing students for employment by equipping them with industry-relevant skills. However, challenges such as organizational inefficiencies, lack of employer collaboration, and communication gaps continue to impact the effectiveness of these programs. This study investigates the challenges faced in the "Workplace-Based Skills Training Course" (İşletmelerde Beceri Eğitimi Dersi) in Türkiye using a mixed-methods research approach, integrating quantitative and qualitative data to provide a comprehensive understanding of vocational education processes (Creswell & Plano Clark, 2018; Billett, 2011).

The research follows an explanatory sequential mixed-methods design in two phases. In the quantitative phase (October–December 2024), two newly developed measurement scales were applied to students, teachers, and vocational training coordinators in 21 cities. These scales assessed organizational communication, employer engagement, and training effectiveness in vocational high schools specializing in food and beverage services. Data collection has been completed, and statistical analyses are ongoing. The qualitative phase (February–April 2025) will involve semi-structured interviews, focus group discussions, and on-site observations with selected participants using purposeful sampling (Patton, 2002). Thematic analysis will be employed to contextualize the quantitative findings.

This study follows core mixed-methods research principles, integrating quantitative results with qualitative insights at three levels: design, method, and interpretation (Fetters, Curry, & Creswell, 2013). At the design level, an explanatory sequential model is employed, where quantitative results guide qualitative data collection. At the method level, connection and building techniques ensure that quantitative findings inform the selection of qualitative participants, and qualitative insights refine the interpretation of numerical data (Bryman, 2006). Finally, at the interpretation level, results will be synthesized through narrative integration and joint displays to highlight overarching themes (Guetterman, Fetters, & Creswell, 2015).

Preliminary results from the quantitative phase indicate students face significant challenges in adapting to workplace environments, primarily due to insufficient orientation, unclear employer expectations, and inadequate supervision. Teachers and coordinators report difficulties in tracking student progress and engaging with enterprises due to bureaucratic hurdles and a lack of standardized feedback mechanisms (Deissinger, 2015; Billett, 2011). Employers highlight curriculum-industry mismatches and low student readiness for professional tasks (Sweet, 2013).

A critical issue identified is the lack of a centralized digital system for monitoring internships, which limits coordination, feedback, and progress tracking. Unlike Germany's dual education model, Türkiye lacks a structured evaluation framework that effectively bridges vocational schools and enterprises (Euler, 2013).

To address these challenges, this study proposes a socio-technical systems approach, integrating technology-driven solutions with organizational reforms (Trist, 1981). A digital internship management platform is recommended to facilitate real-time performance tracking, structured feedback mechanisms, and centralized student progress monitoring

By systematically combining quantitative and qualitative data, this research provides empirical evidence on vocational education challenges in Türkiye and offers practical solutions for improving training processes. The findings aim to support policymakers, educators, and industry stakeholders in enhancing the effectiveness of workplace-based skills training courses in vocational high schools.

Plébiscitée par tous, l’alternance touche aujourd’hui tous les secteurs d’activités, domaines et niveaux de formation. Elle peut intervenir à tous les âges de la vie, en préalable, début, milieu ou fin de carrière et se déploie de manière exponentielle. Il convient dès lors de se rendre attentif à la qualité des dispositifs pédagogiques pour permettre à ces pédagogies de se distinguer d’autres formes.

La littérature scientifique valorise l’alternance intégrative comme celle qui serait la plus propice au développement car elle prend en compte de manière itérative et structurante les va-et-vient de l’alternance entre les environnements de la formation. Or les formes actuelles et émergente de l’alternance s’éloignent de plus en plus d’un simple modèle « d’aller-retour » entre le centre de formation et l’entreprise. L'étude de la diversité des formes d’alternance permet de tirer des leçons des pratiques mobilisées, et de valoriser celles les plus enclines à la fabrication d’une alternance plus inclusive : capable de s’adapter à la diversité des profils d’apprentissage, de mettre chacun en capacité d’apprendre, de s’approprier et de transférer ses connaissances et compétences, de se développer.

Penser en ces termes conduit à interroger les ingénieries de l’alternance (amont, en cours, aval) et à appréhender les itérations et liens élaborés entre les différents environnements de la formation et les expériences d’apprentissage qui s’y construisent. Elles prennent plus ou moins en compte l’importance de soutenir un continuum d’apprentissage (points d’ancrage, de passages, boucles de rétroaction) et de professionnalisation. Cela suppose de concevoir des ingénieries d’interface qui proposent des situations propices à relier les expériences vécues : des situations interface. Celles-ci sont à appréhender comme une zone de contact structurante entre les environnements de la formation et les expériences d’apprentissage. Le vécu, le sien et celui des autres, s’y organisent et se structurent, se questionnent et se formalisent, s’éprouvent et interpellent, etc. pour se développer.

Notre travail conduit de ce fait à se questionner sur la perception qu’ont les individus qui se forment de ces situations interfaces et de la manière dont celles-ci participent au développement de leurs compétences et de leur pouvoir d’agir.

Nous mobilisons pour cela, le cadre des capabilités. Il permet une analyse multifactorielle des dispositifs et de leur fonctionnement du point de vue de la personne qui y agit, mettant en évidence les conditions du développement qu’elles soient environnementales, organisationnelles, sociales, dispositionnelles, et appréciées dans leurs interactions.

Dans cette contribution, après avoir présenté le cadre d’analyse des capabilités, nous exposons brièvement quelques situations interface mises en évidence dans une recherche portant sur des dispositifs de formation déployés dans les Maisons Familiales Rurales, tout en faisant une incursion dans une autre recherche et qui a participé à travailler sur l’idée d’alternance capacitante. Puis, nous faisons le choix de détailler une situations interface particulière : la situation d’« évaluation de stage ».

Cet arrêt sur image permet de mettre en évidence l’intérêt et les enjeux d’une pédagogie des situations interface quel que soit la forme d’alternance déployée. Cette pédagogie participe de la construction de l’expérience des personnes en formation, celle-ci étant à mettre en lien avec les conditions de la professionnalisation. Cet arrêt sur image est aussi l’occasion d’enrichir la grille de lecture proposée à partir du cadre des capabilités et de compléter les éléments de sa modélisation lorsqu’il s’agit de convertir des ressources en capacités d’action et/ou de choix.

Nous montrons que le cadre des capabilités est très utile pour étudier les ingénieries de l’alternance et leurs situations interface puisqu’il ne prend ni le parti des environnements (approche sociologique) ni celui des individus (approche pédagogique), mais celui de leurs interactions réciproques (approche socio-pédagogique).

In Switzerland, almost two thirds of young people leaving compulsory education follow vocational training, mainly in the dual system (SERI, 2022). This system alternates between courses at vocational school and training in a company and exposes young people, from the age of 15, to real working conditions, including exposure to physical and mental health risks or accidents (FSO, 2021; SUVA, August 2021). The alternation between training sites also means that a variety of actors (trainers, teachers, school psychologists, etc.) are involved in the transmission of occupational health and safety (OHS) knowledge and the support of apprentices. Various studies indicate that the dual system can be an obstacle to apprentices’ OHS, whether due to the weak articulation between school and company (Laberge et al., 2014), or to heterogeneous roles and representations of OHS among these various actors (Chatigny & Riel, 2014; Moreau and al., 2013). While some studies on the Swiss dual system highlight the difficulties of articulation between training sites (Berger and al., 2020; Sappa & Aprea, 2014), none have examined these aspects from an OHS perspective.

This contribution, based on ongoing research on apprentices' OHS (SNSF No. 10001A_200746), explores how teachers, in-company trainers (CT) and inter-company course trainers (ICT) provide OSH training and support to apprentices. This analysis is particularly necessary given that, despite the legal provisions and accompanying measures on the subject (training plans and appendices), young people aged 15 to 24, including apprentices, suffer more accidents at work than adults (Lanfranconi, 2006; FSO, 2020) and are more exposed to physical and psychological risks (Lamamra & Masdonati, 2009; FSO, 2021). The current contribution considers that this higher accident rate and overexposure are partly due to the division of labour in the transmission of OHS issues between training sites and between various actors (general education teachers, branch teachers, CT or ICT), the heterogeneity of the content transmitted and the fragmentation of OHS knowledge that results from this. It thus considers that the lack of coordination between training centres inherent to dual VET constitutes a major obstacle to the coherent and continuous transmission of OSH knowledge, and therefore to the support of apprentices (Chatigny & Desmarais, 2015; Moreau and al., 2013).

The analysis is based on 54 individual interviews conducted in French-speaking Switzerland with teachers, CT and ICT from five sectors: construction, catering, health care, retail and hairdressing.

A first part will describe the various ways in which teachers, IC and ICT think about their role in transmitting OHS knowledge and supporting apprentices. From this starting point, the aspects of OHS to which these actors attach importance will be highlighted, as well as the ways in which they approach them. Finally, a third part will highlight the heterogeneity of conceptions and practices, and what they reveal about the low degree of collaboration between these different actors, in particular between teachers and trainers.

The analysis will show that heterogeneous practices contribute to a fragmented approach of addressing OHS issues. It will emphasize that the lack of consistency between practices reflects a more global issue of dual VET system, namely the weak articulation between vocational school and training company.