Competence and Program-Based Approach in Training : (Record no. 5703)
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| fixed length control field | 08625nam a22004573i 4500 |
| 001 - CONTROL NUMBER | |
| control field | EBC5553523 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | MiAaPQ |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240724113406.0 |
| 006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS | |
| fixed length control field | m o d | |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
| fixed length control field | cr cnu|||||||| |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240724s2018 xx o ||||0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781119557067 |
| Qualifying information | (electronic bk.) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| Canceled/invalid ISBN | 9781786303042 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (MiAaPQ)EBC5553523 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (Au-PeEL)EBL5553523 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (OCoLC)1057686603 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | MiAaPQ |
| Language of cataloging | eng |
| Description conventions | rda |
| -- | pn |
| Transcribing agency | MiAaPQ |
| Modifying agency | MiAaPQ |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LC1011 .C667 2018 |
| 082 0# - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 370.11 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Loisy, Catherine. |
| 245 10 - TITLE STATEMENT | |
| Title | Competence and Program-Based Approach in Training : |
| Remainder of title | Tools for Developing Responsible Activities. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 1st ed. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Newark : |
| Name of producer, publisher, distributor, manufacturer | John Wiley & Sons, Incorporated, |
| Date of production, publication, distribution, manufacture, or copyright notice | 2018. |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Date of production, publication, distribution, manufacture, or copyright notice | ©2019. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 1 online resource (300 pages) |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Content type code | txt |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | computer |
| Media type code | c |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | online resource |
| Carrier type code | cr |
| Source | rdacarrier |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Cover -- Half-Title Page -- Title Page -- Copyright Page -- Contents -- Foreword -- Preamble -- Introduction: Thinking About Human Activities Differently: A Developmental Framework -- About innovation -- About the accountability of actors -- Insights into the history of education -- Insights into developmental psychology -- Insights into practices -- Preparing for the future -- References -- 1. Program-based Approach, Curriculum and Competency-based Approach: Sense and Nonsense in the Light of Neoliberalism -- 1.1. Introduction -- 1.2. The program-based approach -- 1.2.1. Its origins and context of its deployment in international assistance -- 1.2.2. The transfer of the concept to education -- 1.3. The PBA, the course of study and curriculum: differences and similarities -- 1.3.1. The PBA: a rejection of the concept of course of study -- 1.3.2. The PBA and the curriculum -- 1.3.3. Two distinct socio-educational logics -- 1.4. Attributes of the program-based approach -- 1.4.1. Positive attributes -- 1.4.2. A program-based approach for what school education purposes? -- 1.5. Conclusion -- 1.6. References -- 2. Can a Competency-based Curriculum be a Humanistic Curriculum? -- 2.1. Introduction: challenges -- 2.2. Competency: a polysemic term -- 2.3. What is a humanistic curriculum? -- 2.3.1. Empowerment goals -- 2.3.2. Work for the common good -- 2.4. What is a humanistic curriculum? -- 2.4.1. Awareness level of school challenges -- 2.4.2. Promotion of citizen awareness, rather than citizen submission -- 2.4.3. Progressive changes rather than radical changes -- 2.4.4. Explicit rather than implicit course of study -- 2.4.5. Choice, implicit or explicit, of graduate attributes -- 2.4.6. Prioritize the issue of meaning -- 2.4.7. Prioritize actions over speeches -- 2.4.8. Being clear with the status of innovations introduced. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | 2.4.9. A consistent and long-term evaluation consideration for reform rather than a short-term, diffuse evaluation policy -- 2.5. Can a competency-based curriculum be humanistic? -- 2.5.1. Effectiveness at the benefit of meaning -- 2.5.2. Equity for itself, but also for more efficiency -- 2.5.3. What can be done for a humanistic curriculum? -- 2.6. Conclusion -- 2.7. References -- 3. Developing Competencies: Theoretical Detour in Favor of a Humanistic-based Competency Approach -- 3.1. Introduction -- 3.2. A competency model -- 3.2.1. Main limitations of the literature data -- 3.2.2. Presentation of MADDEC -- 3.3. MADDEC's interest in the implementation of a CBA -- 3.3.1. Elucidating the relationships between competencies and knowledge -- 3.3.2. The formalization of competencies -- 3.3.3. Procedures for guiding the development of competencies -- 3.4. Towards the building of a collective competency -- 3.4.1. Implementation of the CBA: a productive activity -- 3.4.2. Implementation of the CBA: a constructive activity -- 3.5. Conclusion -- 3.6. References -- 4. A Developmental Perspective of Competency Assessment -- 4.1. Introduction -- 4.2. Competency: an assessment object that is difficult to grasp -- 4.2.1. Convergence in the concepts of competency -- 4.2.2. Scheme as a model of intelligibility -- 4.2.3. Competency: its properties and resources -- 4.2.4. Subtle assessment of an elusive and changing object -- 4.3. The need for a reference system characterized by its incompleteness -- 4.3.1. Identification and description of reference competencies -- 4.3.2. Co-developed reference system -- 4.3.3. Non-exhaustive and scalable reference system -- 4.4. Building a cluster of relevant indicators -- 4.4.1. Observable fields -- 4.4.2. Methodological conjugation -- 4.4.3. Qualitative approach -- 4.5. Adaptability, main focus of competency assessment. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | 4.5.1. Adaptability assessment -- 4.5.2. From the analysis of uncertainty to acceptability judgment -- 4.6. Development, challenge and end purpose of assessment -- 4.6.1. Classifying versus dynamic use of value attribution -- 4.6.2. An assessment participating in learning -- 4.7. Conclusion -- 4.8. References -- 5. Anchoring Social and Environmental Responsibilities in Educational and Training Practices -- 5.1. Introduction -- 5.2. Reference theoretical models -- 5.2.1. Need to define the concept of competency -- 5.2.2. Modeling the dynamics of the evolution of competencies within organizations and territories -- 5.3. Operational tools -- 5.3.1. Implementing change within the activity of organizations and territories -- 5.3.2. Initiating change within education and training activities -- 5.4. Conclusion -- 5.5. References -- 6. Program-based Approach in Teacher Development Perspective -- 6.1. Introduction -- 6.2. Implementation of the PBA in France -- 6.2.1. The Bologna process and its translation into French national politics -- 6.2.2. Pedagogical transformation in educational policy discourses -- 6.2.3. DevSup: case study of a training system -- 6.3. Potential learning and development of teachers involved in the PBA clarification based on development theories -- 6.3.1. What do teachers involved in a PBA do? -- 6.3.2. Learning made possible for teachers -- 6.3.3. Potential development of teachers involved in a PBA -- 6.4. Research watch points and perspectives -- 6.4.1. Watch points -- 6.4.2. Research perspectives -- 6.5. Conclusion -- 6.6. References -- 7. Implementing the Program-based Approach: a Development Perspective of the Quality of University Education -- 7.1. Introduction -- 7.2. PBA at UCL: presentation and context -- 7.2.1. Bologna phase (2004-2010) -- 7.2.2. EQF phase - adoption of the European qualifications framework (2011-2014). |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | 7.2.3. "Paysage" decree phase (since 2014) -- 7.3. What institutional levers supported PBA implementation? -- 7.4. Supporting PBA as a strategy for educational development at the institutional level? -- 7.5. PBA involved in the current trends of curriculum models? -- 7.6. The Louvain-Laval Collaborative Research Project on PBA, or how to view the project through a sustainability perspective -- 7.7. Conclusion -- 7.8. References -- 8. Benchmarks for Operationalizing Program-based and Competency-based Approaches in Universities -- 8.1. Introduction -- 8.2. Benchmarking between program-based and competency-based approaches -- 8.2.1. Transition to an articulation between program-based and competency-based approaches -- 8.2.2. Some pitfalls to be avoided -- 8.3. Articulating program-based and competency-based approaches from the diachronic perspective of competency -- 8.3.1. Targeted, effective and explicated competencies -- 8.3.2. The backbone of the articulation between program-based and competency-based approaches -- 8.4. General approach to be implemented -- 8.5. References -- Conclusion: Addressing the Training Challenges of Today: Individual and Collective Responsibility -- Postface: "Proper Use" of the Program-based and Competency-based Approaches -- List of Authors -- Index -- EULA. |
| 588 ## - SOURCE OF DESCRIPTION NOTE | |
| Source of description note | Description based on publisher supplied metadata and other sources. |
| 590 ## - LOCAL NOTE (RLIN) | |
| Local note | Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Education, Humanistic-Curricula. |
| 655 #4 - INDEX TERM--GENRE/FORM | |
| Genre/form data or focus term | Electronic books. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Coulet, Jean-Claude. |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Relationship information | Print version: |
| Main entry heading | Loisy, Catherine |
| Title | Competence and Program-Based Approach in Training |
| Place, publisher, and date of publication | Newark : John Wiley & Sons, Incorporated,c2018 |
| International Standard Book Number | 9781786303042 |
| 797 2# - LOCAL ADDED ENTRY--CORPORATE NAME (RLIN) | |
| Corporate name or jurisdiction name as entry element | ProQuest (Firm) |
| 856 40 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=5553523">https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=5553523</a> |
| Public note | Click to View |
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