Catherine LOISY, Ecole normale supérieure de Lyon (ENSL), Institut français de l'éducation (IFÉ).Jean-Claude COULET, Chercheur associé, CRPCC Université Rennes 2 et Open Lab. Exploration Innovation, CRCGM Université d'Auvergne.

• Foreword xiBernard REBERPreamble xviiCatherine LOISY and Jean-Claude COULETIntroduction xixCatherine LOISY and Jean-Claude COULETChapter 1 Program-based Approach, Curriculum and Competency-based Approach: Sense and Nonsense in the Light of Neoliberalism 1Yves LENOIR1 1 Introduction 11 2 The program-based approach 21 2 1 Its origins and context of its deployment in international assistance 21 2 2 The transfer of the concept to education 51 3 The PBA, the course of study and curriculum: differences and similarities 61 3 1 The PBA: a rejection of the concept of course of study 61 3 2 The PBA and the curriculum 71 3 3 Two distinct socio-educational logics 101 4 Attributes of the program-based approach 151 4 1 Positive attributes 151 4 2 A program-based approach for what school education purposes? 211 5 Conclusion 341 6 References 36Chapter 2 Can a Competency-based Curriculum be a Humanistic Curriculum? 57Xavier ROEGIERS2 1 Introduction: challenges 572 2 Competency: a polysemic term 572 3 What is a humanistic curriculum? 592 3 1 Empowerment goals 612 3 2 Work for common good 632 4 What is a humanistic curriculum? 632 4 1 Awareness level of school challenges 632 4 2 Promotion of citizen awareness, rather than citizen submission 652 4 3 Progressive changes rather than radical changes 662 4 4 Explicit rather than implicit course of study 662 4 5 Choice, implicit or explicit, of graduate attributes 672 4 6 Prioritize the issue of meaning 672 4 7 Prioritize actions over speeches 682 4 8 Being clear with the status of innovations introduced 702 4 9 A consistent and long-term evaluation consideration for reform rather than a short-term, diffuse evaluation policy 712 5 Can a competency-based curriculum be humanistic? 722 5 1 Effectiveness at the benefit of meaning 732 5 2 Equity for itself, but also for more efficiency 752 5 3 What can be done for a humanistic curriculum? 772 6 Conclusion 782 7 References 78Chapter 3 Developing Competencies: Theoretical Detour in Favor of a Humanistic-based Competency Approach 81Jean-Claude COULET3 1 Introduction 813 2 A competency model 823 2 1 Main limitations of the literature data 823 2 2 Presentation of MADDEC 833 3 MADDEC's interest in the implementation of a CBA 853 3 1 Elucidating the relationships between competencies and knowledge 853 3 2 The formalization of competencies 863 3 3 Procedures for guiding the development of competencies 903 4 Towards the building of a collective competency 933 4 1 Implementation of the CBA: a productive activity 943 4 2 Implementation of the CBA: a constructive activity 963 5 Conclusion 963 6 References 97Chapter 4 A Developmental Perspective of Competency Assessment 101Christian CHAUVIGNÉ4 1 Introduction 1014 2 Competency: an assessment object that is difficult to grasp 1024 2 1 Convergence in the concepts of competency 1024 2 2 Scheme as a model of intelligibility 1034 2 3 Competency: its properties and resources 1044 2 4 Subtle assessment of an elusive and changing object 1054 3 The need for a reference system characterized by its incompleteness 1064 3 1 Identification and description of reference competencies 1074 3 2 Co-developed reference system 1104 3 3 Non-exhaustive and scalable reference system 1114 4 Building a cluster of relevant indicators 1124 4 1 Observable fields 1124 4 2 Methodological conjugation 1144 4 3 Qualitative approach 1154 5 Adaptability, main focus of competency assessment 1164 5 1 Adaptability assessment 1164 5 2 From the analysis of uncertainty to acceptability judgment 1174 6 Development, challenge and end purpose of assessment 1184 6 1 Classifying versus dynamic use of value attribution 1194 6 2 An assessment participating in learning 1204 7 Conclusion 1214 8 References 122Chapter 5 Anchoring Social and Environmental Responsibilities in Educational and Training Practices 125Jean-Claude COULET5 1 Introduction 1255 2 Reference theoretical models 1285 2 1 Need to define the concept of competency 1285 2 2 Modeling the dynamics of the evolution of competencies within organizations and territories 1345 3 Operational tools 1385 3 1 Implementing change within the activity of organizations and territories 1385 3 2 Initiating change within education and training activities 1455 4 Conclusion 1515 5 References 153Chapter 6 Program-based Approach in Teacher Development Perspective 157Catherine LOISY6 1 Introduction 1576 2 Implementation of the PBA in France 1596 2 1 The Bologna process and its translation into French national politics 1606 2 2 Pedagogical transformation in educational policy discourses 1616 2 3 DevSup: case study of a training system 1636 3 Potential learning and development of teachers involved in the PBA clarification based on development theories 1676 3 1 What do teachers involved in a PBA do? 1676 3 2 Learning made possible for teachers 1696 3 3 Potential development of teachers involved in a PBA 1726 4 Research watch points and perspectives 1766 4 1 Watch points 1766 4 2 Research perspectives 1796 5 Conclusion 1816 6 References 182Chapter 7 Implementing the Program-based Approach: a Development Perspective of the Quality of University Education 189Mariane FRENAY, Philippe PARMENTIER, Léticia WARNIER and Pascale WOUTERS7 1 Introduction 1897 2 PBA at UCL: presentation and context 1907 2 1 Bologna phase (2004–2010) 1917 2 2 EQF phase – adoption of the European qualifications framework (2011–2014) 1927 2 3 “Paysage” decree phase (since 2014) 1937 3 What institutional levers supported PBA implementation? 1947 4 Supporting PBA as a strategy for educational development at the institutional level? 1977 5 PBA involved in the current trends of curriculum models? 1987 6 The Louvain-Laval Collaborative Research Project on PBA, or how to view the project through a sustainability perspective 1997 7 Conclusion 2017 8 References 202Chapter 8 Benchmarks for Operationalizing Program-based and Competency-based Approaches in Universities 205Catherine LOISY, Émilie CAROSIN and Jean-Claude COULET8 1 Introduction 2058 2 Benchmarking between program-based and competency-based approaches 2068 2 1 Transition to an articulation between program-based and competency-based approaches 2078 2 2 Some pitfalls to be avoided 2118 3 Articulating program-based and competency-based approaches from the diachronic perspective of competency 2138 3 1 Targeted, effective and explicated competencies 2148 3 2 The backbone of the articulation between program-based and competency-based approaches 2208 4 General approach to be implemented 2228 5 References 223Conclusion 227Catherine LOISY and Jean-Claude COULETPostface 233Jean-Paul BRONCKARTList of Authors 249Index 251