Foreword xi
Bernard REBER
Preamble xvii
Catherine LOISY and Jean-Claude COULET
Introduction xix
Catherine LOISY and Jean-Claude COULET
Chapter 1 Program-based Approach, Curriculum and Competency-based Approach: Sense and Nonsense in the Light of Neoliberalism 1
Yves LENOIR
1 1 Introduction 1
1 2 The program-based approach 2
1 2 1 Its origins and context of its deployment in international assistance 2
1 2 2 The transfer of the concept to education 5
1 3 The PBA, the course of study and curriculum: differences and similarities 6
1 3 1 The PBA: a rejection of the concept of course of study 6
1 3 2 The PBA and the curriculum 7
1 3 3 Two distinct socio-educational logics 10
1 4 Attributes of the program-based approach 15
1 4 1 Positive attributes 15
1 4 2 A program-based approach for what school education purposes? 21
1 5 Conclusion 34
1 6 References 36
Chapter 2 Can a Competency-based Curriculum be a Humanistic Curriculum? 57
Xavier ROEGIERS
2 1 Introduction: challenges 57
2 2 Competency: a polysemic term 57
2 3 What is a humanistic curriculum? 59
2 3 1 Empowerment goals 61
2 3 2 Work for common good 63
2 4 What is a humanistic curriculum? 63
2 4 1 Awareness level of school challenges 63
2 4 2 Promotion of citizen awareness, rather than citizen submission 65
2 4 3 Progressive changes rather than radical changes 66
2 4 4 Explicit rather than implicit course of study 66
2 4 5 Choice, implicit or explicit, of graduate attributes 67
2 4 6 Prioritize the issue of meaning 67
2 4 7 Prioritize actions over speeches 68
2 4 8 Being clear with the status of innovations introduced 70
2 4 9 A consistent and long-term evaluation consideration for reform rather than a short-term, diffuse evaluation policy 71
2 5 Can a competency-based curriculum be humanistic? 72
2 5 1 Effectiveness at the benefit of meaning 73
2 5 2 Equity for itself, but also for more efficiency 75
2 5 3 What can be done for a humanistic curriculum? 77
2 6 Conclusion 78
2 7 References 78
Chapter 3 Developing Competencies: Theoretical Detour in Favor of a Humanistic-based Competency Approach 81
Jean-Claude COULET
3 1 Introduction 81
3 2 A competency model 82
3 2 1 Main limitations of the literature data 82
3 2 2 Presentation of MADDEC 83
3 3 MADDEC's interest in the implementation of a CBA 85
3 3 1 Elucidating the relationships between competencies and knowledge 85
3 3 2 The formalization of competencies 86
3 3 3 Procedures for guiding the development of competencies 90
3 4 Towards the building of a collective competency 93
3 4 1 Implementation of the CBA: a productive activity 94
3 4 2 Implementation of the CBA: a constructive activity 96
3 5 Conclusion 96
3 6 References 97
Chapter 4 A Developmental Perspective of Competency Assessment 101
Christian CHAUVIGNE
4 1 Introduction 101
4 2 Competency: an assessment object that is difficult to grasp 102
4 2 1 Convergence in the concepts of competency 102
4 2 2 Scheme as a model of intelligibility 103
4 2 3 Competency: its properties and resources 104
4 2 4 Subtle assessment of an elusive and changing object 105
4 3 The need for a reference system characterized by its incompleteness 106
4 3 1 Identification and description of reference competencies 107
4 3 2 Co-developed reference system 110
4 3 3 Non-exhaustive and scalable reference system 111
4 4 Building a cluster of relevant indicators 112
4 4 1 Observable fields 112
4 4 2 Methodological conjugation 114
4 4 3 Qualitative approach 115
4 5 Adaptability, main focus of competency assessment 116
4 5 1 Adaptability assessment 116
4 5 2 From the analysis of uncertainty to acceptability judgment 117
4 6 Development, challenge and end purpose of assessment 118
4 6 1 Classifying versus dynamic use of value attribution 119
4 6 2 An assessment participating in learning 120
4 7 Conclusion 121
4 8 References 122
Chapter 5 Anchoring Social and Environmental Responsibilities in Educational and Training Practices 125
Jean-Claude COULET
5 1 Introduction 125
5 2 Reference theoretical models 128
5 2 1 Need to define the concept of competency 128
5 2 2 Modeling the dynamics of the evolution of competencies within organizations and territories 134
5 3 Operational tools 138
5 3 1 Implementing change within the activity of organizations and territories 138
5 3 2 Initiating change within education and training activities 145
5 4 Conclusion 151
5 5 References 153
Chapter 6 Program-based Approach in Teacher Development Perspective 157
Catherine LOISY
6 1 Introduction 157
6 2 Implementation of the PBA in France 159
6 2 1 The Bologna process and its translation into French national politics 160
6 2 2 Pedagogical transformation in educational policy discourses 161
6 2 3 DevSup: case study of a training system 163
6 3 Potential learning and development of teachers involved in the PBA clarification based on development theories 167
6 3 1 What do teachers involved in a PBA do? 167
6 3 2 Learning made possible for teachers 169
6 3 3 Potential development of teachers involved in a PBA 172
6 4 Research watch points and perspectives 176
6 4 1 Watch points 176
6 4 2 Research perspectives 179
6 5 Conclusion 181
6 6 References 182
Chapter 7 Implementing the Program-based Approach: a Development Perspective of the Quality of University Education 189
Mariane FRENAY, Philippe PARMENTIER, Leticia WARNIER and Pascale WOUTERS
7 1 Introduction 189
7 2 PBA at UCL: presentation and context 190
7 2 1 Bologna phase (2004–2010) 191
7 2 2 EQF phase – adoption of the European qualifications framework (2011–2014) 192
7 2 3 “Paysage” decree phase (since 2014) 193
7 3 What institutional levers supported PBA implementation? 194
7 4 Supporting PBA as a strategy for educational development at the institutional level? 197
7 5 PBA involved in the current trends of curriculum models? 198
7 6 The Louvain-Laval Collaborative Research Project on PBA, or how to view the project through a sustainability perspective 199
7 7 Conclusion 201
7 8 References 202
Chapter 8 Benchmarks for Operationalizing Program-based and Competency-based Approaches in Universities 205
Catherine LOISY, Emilie CAROSIN and Jean-Claude COULET
8 1 Introduction 205
8 2 Benchmarking between program-based and competency-based approaches 206
8 2 1 Transition to an articulation between program-based and competency-based approaches 207
8 2 2 Some pitfalls to be avoided 211
8 3 Articulating program-based and competency-based approaches from the diachronic perspective of competency 213
8 3 1 Targeted, effective and explicated competencies 214
8 3 2 The backbone of the articulation between program-based and competency-based approaches 220
8 4 General approach to be implemented 222
8 5 References 223
Conclusion 227
Catherine LOISY and Jean-Claude COULET
Postface 233
Jean-Paul BRONCKART
List of Authors 249
Index 251
