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« Après des années d’enquêtes, d’étude et de validation, Morgan McCall, Robert W. Eichinger et Michael M. Lombardo du Center for Creative Leadership de l’Université de Princeton ont développé le modèle 70/20/10. C’est un modèle extrêmement juste de l’apprentissage.

\n

Que dit-il ? Que le développement des compétences et l’acquisition des connaissances s’effectuent à :

\n

- 70% par l’activité et l’expérience, donc « on the job »,

\n

- 20% par les contacts, les interactions avec les autres,

\n

- 10% par de la formation formelle au sens propre, que ce soit en classe, en atelier ou encore via le e-learning. »

\n

 

\n

Le travail de cette équipe de Princeton a ainsi démontré que 90% de nos savoirs proviennent de l’apprentissage informel.

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Il s'agit ici de distinguer des domaines de connaissances dont le développement n'est pas universel, même s'il s'universalise, car il repose sur un apprentissage informel ou formel, comme ceux de la lecture et de l'écriture (Dehaene, ...p.57

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The perceptions, experiences, and opinions of Nepalese Development Activists, Educational Administrators, Policy Actors and University Professors became the major part of this research. Some of the reviews of the good practices in the field of validation of non-formal and informal learning and development of National Qualifications Framework at international level; and the progresses Nepal has made so far in this field were also equally incorporated in the study. It was a two-phased Sequential Mixed Method study in which Survey and Phenomenology representing positivist and constructivist paradigms were used sequentially to draw the findings. The quantitative part of the research dealt with the three themes of the research. 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« L'apprentissage informel, voire « incidentiel », c'est-à-dire « résultant des opportunités naturelles pour apprendre qui surviennent dans la vie professionnelle de tous les jours » (Czeh, Walkinks et Marsick 2000), semble ainsi prépondérant en contexte professionnel, mais ces aspects de la formation restent largement méconnus, tant par la recherche que par les organisations (Carré et Charbonnier 2003). Ainsi, par exemple, l'apprentissage informel par les autres (par le groupe social, les collègues, les proches), qui semble tenir une place capitale dans les stratégies d'autoformation en milieu de travail, reste une dimension encore très peu étudiée dans la recherche (Hrimech 2002, Carré et Charbonnier 2003). ».p.73

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Recommendations for policy and practice

\n

7. Where use is made of the terms ‘formal’, ‘non-formal’
or ‘informal’ learning, it is important to specify the
meanings, the purposes and the contexts of that use.

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Major findings:

\n

2. ... It is more
sensible to see attributes of informality and formality
as present in all learning situations. These attributes
are characteristics of learning to which writers
commonly attach labels such as formal and informal.
The challenge is to identify such attributes, and
understand the implications of the interrelationships
between them. For analytical purposes, it may be
useful to group these attributes into four aspects of
learning. They are: location/setting, process, purposes,
and content.

", "tags": [], "relations": {}, "dateAdded": "2011-08-21T16:35:35Z", "dateModified": "2011-08-21T16:35:35Z" } }, { "key": "SIFSNUXI", "version": 1, "library": { "type": "group", "id": 48441, "name": "Apprentissage informel", "links": { "alternate": { "href": "https://www.zotero.org/groups/apprentissage_informel", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/48441/items/SIFSNUXI", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/apprentissage_informel/items/SIFSNUXI", "type": "text/html" } }, "meta": { "createdByUser": { "id": 439563, "username": "dirina", "name": "Daniel Irina", "links": { "alternate": { "href": "https://www.zotero.org/dirina", "type": "text/html" } } }, "creatorSummary": "Colley et al.", "parsedDate": "2003", "numChildren": 3 }, "data": { "key": "SIFSNUXI", "version": 1, "itemType": "book", "title": "Informality and Formality in Learning: A Report for the Learning and Skills Research Centre (2003)", "creators": [ { "creatorType": "author", "firstName": "Helen", "lastName": "Colley" }, { "creatorType": "author", "firstName": "Phil", "lastName": "Hodkinson" }, { "creatorType": "author", "firstName": "Janice", "lastName": "Malcolm" } ], "abstractNote": "There is a lack of clarity in the meaning and usage of the term informal learning. This arises from three issues: the varied ways in which researchers have used the term; the varied political uses of the term nonformal learning; and different theoretical stances about the nature of learning as a whole. These complications have resulted in a lack of agreement about the differences between informal and formal learning. In practice, attributes for formal and informal learning are mixed together. The term informal learning should therefore be clearly defined when used. 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« Pour promouvoir l'apprentissage tout au long de la vie, il s'avère indispensable d'implanter de nouveaux mécanismes d'assurance-qualité qui certifient les acquis des apprenants et agréent les institutions. En effet, les dispositifs actuels ne mesurent pas certains compétences et savoir-faire nouveaux et majeurs et ne valorisent pas l'apprentissage informel et non formel. » p.81

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  Les systèmes d'éducation et de formation doivent devenir plus souples et plus diversifiés afin de permettre l'implantation de nouvelles modalités éducatives, par exemple l'enseignement à distance et en ligne, les programmes à entrées et sorties ouvertes, les inscriptions flexibles, les cours modulaires et les formations sur mesure dont les calendriers et les méthodesde prestation sont définis selon les besoins. À mesure que ces dispositions seront mises en oeuvre, l'acquisition des compétances se fera de plus en plus en dehors des institutions éducatives formelles. » ...p.81

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«Certains des travaux menés dans des sociétés à tradition orale sur les formes d'apprentissage informel montrent que les compétences s'acquièrent par observation et imitation, avec peu de «feed-back« verbal immédiat tels les différents procédés de reprises, d'évaluation et de reformulation.« p.183

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« C'est à partir du couple \"Modèle\"/\"imitation\", \"automatique\" et \"Inconscient\" que le concept de \"informel\" se précise. \"L'agent principal (de la connaissance informelle) est un modèle utilisé en vue de l'imitation.l\"[Hall, 84 : 88] \"L'apprentissage informel se fait en grande partie dans le choix et l'imitation de modèles, quelquefois volontairement, le plus souvent inconsciemment...\" [Hall, 84 : 90] \"...l'informel est donc l'ensemble des activités que nous avons aprises un jour, mais qui sont intégrées dans notre vie quotidienne au point de devenir automatiques. \" [Hall, 84 : 93 ]p.47

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« Où finit le formel et où commence le non-formel? » demande Rogers (2004, traduit par nous) dans la relecture critique des débats et des travaux publiés ces 40 dernières années. Il insiste sur le critère combiné de la flexibilité de la formation et de la participation des formés. Plus la plasicité est grande, moins le processus est scolarisé, donc formalisé. On tend vers l'éducation informelle lorsqu'on choisit - premier palier - d'entrer ou non dans un « programme d'apprentissage préexistant » ou carrément - second palier - d'«apprendre ce qu'on veut aussi longtemps qu'on le veut ((en) s'arrêt(ant) quand on veut ». p. 16

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«L'éducation informelle comprend toutes les activités qui ne révèlent pas des caractéristiques essentielles d'un processus de formation structuré : programme, évaluation, actions raisonnées en vue de favoriser le développementdes compétences, cadre d'enseignement explicite.Exemples : les mass-media, les revues, les musées, les expositions, les bibliothèques...» p.18

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« L'apprentissage formel est dispensé dans un contexte organisé et structuré et est explicitement désigné comme apprentissage (en termes d'objectifs, de temps ou de ressources).» (Cedefop, 2008).

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Il répond à un objectif clair et une intention de la part de l'apprenant, et/ou de celui qui a décidé de l'apprentissage : acquérir des savoirs, savoir-faire et/ou compétences. » (p. 24)

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Apprentissage découlant de circonstances fortuites ou liées aux activités de la vie quotidienne (travail, vie familiale, loisirs, etc.). Il est parfois appelé apprentissage par l’expérience ou apprentissage expérientiel. C’est un apprentissage indépendant, sans structure formelle pour le permettre. Typiquement, les autodidactes qui se forment grâce aux technologies de l’information et de la communication (TIC), à la télévisionou à la radio, par exemple, relèvent de l’apprentissage informel lorsque leur démarche ne s’inscrit pas dans le cadre d’un cours ou d’un programme organisé. (OCDE, 2003 dans Dubé, 2004; CEDEFOP, 2001 dans Dubé, 2004)

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