The Introduction of Competence-Based Education into the Compulsory School Curriculum in France (2002-2017): Hybridity and Polysemy as Conditions for Change

Autor/in	Clément, Pierre
Titel	The Introduction of Competence-Based Education into the Compulsory School Curriculum in France (2002-2017): Hybridity and Polysemy as Conditions for Change
Quelle	In: Comparative Education, 57 (2021) 1, S.35-50 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2020.1845062
Schlagwörter	Foreign Countries; Educational Legislation; Competency Based Education; Educational Change; Educational History; Progressive Education; Teaching Methods; Lifelong Learning; Educational Administration; Administrative Organization; Course Descriptions; Soft Skills; Elementary Secondary Education; Core Curriculum; France + Suchen Sie Ihr Suchwort? Ausland; Bildungsrecht; Schulgesetz; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Bildungsreform; History of education; Bildungsgeschichte; Reformpädagogik; Progressive Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Life-long learning; Lebenslanges Lernen; Bildungsverwaltung; Schuladministration; Schulverwaltung; Kursstrukturplan; Kerncurriculum; Frankreich
Abstract	In France, the notion of competence began to be discussed in the early 1990s and was finally enforced in the Education Act of 23 April 2005. Since its emergence, this notion has been strongly opposed by a certain number of teachers, unions and researchers. To understand how competence-based education finally prevailed, I take into account the fundamentally polysemic nature of this notion. After pointing out its origins, I examine how its different meanings have been synthesised within the Common Core established in 2005. I then study the contradictions to which the implementation of this hybrid object has given rise, before analysing the new compromise that was found in the 2015 reform. To do this, I use the data from numerous archives and a series of interviews with the main actors of curriculum reforms in France since the 1980s. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01