Competence and Program-Based Approach in Training : Tools for Developing Responsible Activities.

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.

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.

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).

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.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.