Convergence ou divergence? : Analyse comparée du rôle des "résultats d'apprentissage" dans les curriculums de l'enseignement professionnel de base de neuf pays européens
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Abstract
"Sous l'action conjuguée de la coopération européenne en matière de formation professionnelle, des métamorphoses du marché du travail, et des nouvelles pratiques de gouvernance, les pays de l'Union européenne ont engagé de profondes réformes de leurs systèmes d'enseignement et de formation professionnels. Un instrument privilégié de ces réformes est le curriculum, compris ici comme le cadre normatif (au sens large) destiné à réguler les processus d'apprentissage. À partir d'une étude de cas réalisée dans neuf pays européens, les auteurs s'interrogent sur l'usage des 'résultats d'apprentissage' dans le curriculum. À l'heure où les interactions entre les systèmes nationaux se font de plus en plus denses, ils proposent d'explorer les implications de ce concept en termes de pilotage des systèmes de formation initiale et en termes d'approche pédagogique, afin de mieux comprendre les évolutions actuelles et de mieux saisir les mouvements de convergence/divergence." (Résumé d'auteurs, BIBB-Doku)
"Under the combined action of European cooperation in vocational training, transformations of the labor market, and new governance practices, the European Union countries have undertaken substantial reforms of their systems of vocational education and training. A privileged instrument of these reforms is the curriculum, understood here as the normative framework (broadly defined) regulating the learning process. Based on a case study in nine European countries, the authors question the use of 'learning outcomes' in the curriculum. At a time when the interactions between national systems are increasingly dense, they propose to explore the implications of this concept in terms of regulative and pedagogical approach, so as to better understand current developments and assess the extent of a possible convergence of national systems towards a single model." (Authors' abstract, BIBB-Doku)
"Under the combined action of European cooperation in vocational training, transformations of the labor market, and new governance practices, the European Union countries have undertaken substantial reforms of their systems of vocational education and training. A privileged instrument of these reforms is the curriculum, understood here as the normative framework (broadly defined) regulating the learning process. Based on a case study in nine European countries, the authors question the use of 'learning outcomes' in the curriculum. At a time when the interactions between national systems are increasingly dense, they propose to explore the implications of this concept in terms of regulative and pedagogical approach, so as to better understand current developments and assess the extent of a possible convergence of national systems towards a single model." (Authors' abstract, BIBB-Doku)