{"id":3864,"date":"2025-07-11T09:24:47","date_gmt":"2025-07-11T07:24:47","guid":{"rendered":"https:\/\/thinktank-transit.ch\/?post_type=focustopic&#038;p=3864"},"modified":"2025-07-16T14:38:01","modified_gmt":"2025-07-16T12:38:01","slug":"les-future-skills-et-lavenir-de-la-formation-continue-quatrieme-rapport-de-tendance","status":"publish","type":"focustopic","link":"https:\/\/thinktank-transit.ch\/fr\/focustopic\/les-future-skills-et-lavenir-de-la-formation-continue-quatrieme-rapport-de-tendance\/","title":{"rendered":"Les Future Skills et l&rsquo;avenir de la formation continue : quatri\u00e8me rapport de tendance"},"content":{"rendered":"\n<p class=\"is-style-lead\">Le quatri\u00e8me rapport de tendance du think tank TRANSIT est consacr\u00e9 au th\u00e8me des \u00abFuture Skills\u00bb (comp\u00e9tences du futur) et \u00e0 leur signification pour l\u2019avenir de la formation continue. L\u2019objectif est de donner aux acteurs de la formation continue des id\u00e9es sur la mani\u00e8re dont ils peuvent g\u00e9rer le th\u00e8me des Future Skills et de montrer le r\u00f4le qu\u2019ils peuvent jouer dans la construction de l\u2019avenir. Au c\u0153ur du rapport se trouve une conception des Future Skills qui d\u00e9passe l&#8217;employabilit\u00e9 individuelle, en envisageant la formation continue comme un espace de r\u00e9flexion \u00e9thique et de transformation soci\u00e9tale.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Cadre conceptuel et enseignements cl\u00e9s<\/h2>\n\n\n\n<p>Dans un premier temps, la notion de \u00abFuture Skills\u00bb est abord\u00e9e sous l\u2019angle th\u00e9orique avec un classement par cat\u00e9gories. Les Future Skills sont d\u00e9finies en tant que comp\u00e9tences, attitudes, valeurs et connaissances qui seront importantes \u00e0 l\u2019avenir. Diff\u00e9rents cadres de comp\u00e9tences sont pr\u00e9sent\u00e9s, tout comme les th\u00e8mes sur lesquels ils mettent l\u2019accent. Le premier enseignement principal est que les Future Skills ne doivent pas \u00eatre consid\u00e9r\u00e9es comme un moyen pour am\u00e9liorer l\u2019employabilit\u00e9 individuelle, mais comme un outil contribuant \u00e0 la transformation sociale collective. Dans le difficile \u00e9quilibre \u00e0 trouver entre la responsabilit\u00e9 individuelle et les d\u00e9fis structurels, il s\u2019av\u00e8re que la formation continue ne doit pas se limiter \u00e0 une fonction d\u2019adaptation: elle doit ouvrir des espaces permettant de participer \u00e0 la construction de l\u2019avenir. Les Future&nbsp;Skills ne peuvent pas \u00eatre per\u00e7ues comme des listes fig\u00e9es. De m\u00eame, il n\u2019existe pas de Future Skills ayant une validit\u00e9 universelle. Il existe seulement des Future Skills qui apparaissent pertinentes dans des contextes sp\u00e9cifiques et dans certaines repr\u00e9sentations de l\u2019avenir.<\/p>\n\n\n\n<h2 class=\"wp-block-heading is-style-default\">L\u2019avenir comme espace de possibilit\u00e9s : implications pour la formation continue<\/h2>\n\n\n\n<p>\u00c0 partir de ces enseignements, le rapport d\u00e9termine les implications pour la pratique de la formation continue. L\u2019avenir est per\u00e7u comme un espace de possibilit\u00e9s, et l\u2019\u00e9ducation peut participer \u00e0 la construction de celui-ci. La formation continue ne doit donc pas se baser sur des objectifs ou des comp\u00e9tences uniformes; elle doit encourager l\u2019ouverture, le dialogue et la r\u00e9flexion. Le fait de reconna\u00eetre qu\u2019il existe une pluralit\u00e9 de repr\u00e9sentations de l\u2019avenir a une importance fondamentale. Tous les domaines de la soci\u00e9t\u00e9 ne changent pas au m\u00eame rythme ni dans la m\u00eame direction. C\u2019est pourquoi la r\u00e9flexion sur les Future Skills doit toujours prendre en compte le contexte. Ce rapport montre aussi que la formation continue doit \u00eatre comprise comme un espace de conception responsable sur le plan \u00e9thique. Pour ce faire, il est important de remettre en question les cadres de comp\u00e9tences et les discours dominants sur lesquels ils sont fond\u00e9s. Il faut \u00e9galement mettre au grand jour les rapports de force institutionnels et esquisser des mod\u00e8les de futur alternatifs. Ce rapport pr\u00e9sente plusieurs outils ax\u00e9s sur la pratique qui permettent une r\u00e9flexion active sur l\u2019avenir et les comp\u00e9tences, par exemple des sets de cartes, des m\u00e9thodes d\u00e9di\u00e9es \u00e0 litt\u00e9ratie des futurs ou la cartographie des m\u00e9gatendances.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Trois perspectives pour la formation continue<\/h2>\n\n\n\n<p>Le chapitre final formule trois&nbsp;perspectives g\u00e9n\u00e9rales qui peuvent \u00eatre comprises comme des orientations strat\u00e9giques pour le perfectionnement de la formation continue: la qu\u00eate de sens, la pluralit\u00e9 et la diversit\u00e9, ainsi que la complexit\u00e9. La perspective \u00abqu\u00eate de sens\u00bb souligne que la formation continue sur les Future Skills n\u2019a pas pour mission principale de permettre l\u2019adaptation au changement et l\u2019optimisation personnelle. Elle doit apporter une contribution riche de sens \u00e0 la transformation de la soci\u00e9t\u00e9. La perspective \u00abPluralit\u00e9 et diversit\u00e9\u00bb exige que la formation continue reconnaisse l\u2019existence de diff\u00e9rentes repr\u00e9sentations de l\u2019avenir et r\u00e9alit\u00e9s de vie et qu\u2019elle les utilise comme ressource. Les Future Skills doivent pouvoir \u00eatre reli\u00e9es \u00e0 diff\u00e9rents contextes et ne doivent pas \u00eatre r\u00e9duites \u00e0 des standards universels. Enfin, la perspective \u00abComplexit\u00e9\u00bb reconna\u00eet le fait que l\u2019avenir n\u2019est ni lin\u00e9aire, ni univoque. La formation continue doit donc cr\u00e9er des espaces dans lesquels les ambig\u00fcit\u00e9s peuvent \u00eatre trait\u00e9es, les hypoth\u00e8ses remises en question et les nouveaux modes de penser exp\u00e9riment\u00e9s. Ces trois&nbsp;perspectives cr\u00e9ent des espaces de possibilit\u00e9s pour une formation continue qui s\u2019adapte non seulement aux structures existantes, mais qui joue aussi un r\u00f4le dans la construction de l\u2019avenir.<\/p>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-28f84493 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<div class=\"wp-block-file\"><a id=\"wp-block-file--media-56ecb291-2b1f-474b-a093-e30696cb0d18\" href=\"https:\/\/thinktank-transit.ch\/app\/uploads\/sites\/3\/2025\/07\/TRANSIT_Trendbericht_4_2025_F.pdf\">Les Future Skills et l&rsquo;avenir de la formation continue : quatri\u00e8me rapport de tendance<br \/>PDF &#8211; 312 kb<\/a><a href=\"https:\/\/thinktank-transit.ch\/app\/uploads\/sites\/3\/2025\/07\/TRANSIT_Trendbericht_4_2025_F.pdf\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-56ecb291-2b1f-474b-a093-e30696cb0d18\">Herunterladen<br \/>PDF &#8211; 312 kb<\/a><\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\"><\/div>\n<\/div>\n\n\n\n<p><\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Le quatri\u00e8me rapport de tendance du think tank TRANSIT est consacr\u00e9 au th\u00e8me des \u00abFuture Skills\u00bb (comp\u00e9tences du futur) et [&hellip;]<\/p>\n","protected":false},"author":25,"featured_media":3839,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"focustopic-category":[],"focustopic-topic":[],"class_list":["post-3864","focustopic","type-focustopic","status-publish","has-post-thumbnail","hentry"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - 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