Skip to Main content Skip to Navigation
Reports

Concilier trois innovations curriculaires : le passage aux blocs de compétences, l’approche par compétences et l’approche programme

Benoît Escrig 1, 2 
Abstract : The new framework for professional certification ask institutions to draw correspondances between study programs and the three frameworks of accreditation files : the activity framework, the competency framework and the competency assessment framework. In this context, a specific attention is paid to competencies and the way they are gathered in sets of competencies. We show that this work on the professional competency frameworks can take benefit from curriculum innovations such as study programs that are designed on the basis of skills developmental trajectories (SDT) or study programs that are designed according to an program approach. Hence, we could combine the advantages of these innovating ways to design curriculums and the mandatoy constraints from institutional accreditation organisms. Indeed, when the competency framework of SDT-based programs relies on activity theory, then the competency framework can, at the same time, serve as a basis for building up both the activityframework and the competency framework of an accreditation file. Moreover, all critical learning achievements associated with a competency in a SDT-based program can be used as the competencies that build up a set of competencies in the accreditation files. Hence, oneactivity corresponds to a set and vice-versa.
Document type :
Reports
Complete list of metadata

Cited literature [32 references]  Display  Hide  Download

https://hal.archives-ouvertes.fr/hal-02918293
Contributor : Benoît ESCRIG Connect in order to contact the contributor
Submitted on : Thursday, August 20, 2020 - 12:05:41 PM
Last modification on : Monday, July 4, 2022 - 8:44:10 AM
Long-term archiving on: : Tuesday, December 1, 2020 - 2:05:59 AM

File

PROPAL_RIPES_092020.pdf
Files produced by the author(s)

Identifiers

  • HAL Id : hal-02918293, version 1

Citation

Benoît Escrig. Concilier trois innovations curriculaires : le passage aux blocs de compétences, l’approche par compétences et l’approche programme. [Rapport de recherche] Toulouse INP. 2020. ⟨hal-02918293⟩

Share

Metrics

Record views

536

Files downloads

1001