Integrating APC into technological education and vocational training programs A challenge for the main actors, limits and conditions
Article Sidebar
Main Article Content
Abstract
Recent reforms in many education systems propose to include the teaching-learning process in the Based-Competency Approach (BCA). There are two main reasons: those of efficiency and equity. On the one hand, the pupils really acquire the skills essential to become responsible and active citizens and, on the other hand, that the "base" of skills is mastered by all the pupils, including those who meet the most difficulties.In Morocco, the reform of the programs according to the skills approach, started in 2003, is currently well underway and the Ministry of National Education of Morocco hopes to see the expected results in the coming years. More specifically, the programs of technological education have been designed to ensure the adequacy between technological training and the qualitative and quantitative needs of the nation in the field of industry, by preparing the students for further studies. scientific and technical. It is therefore a framework in which a major reform has been carried out, but this reform is still at the midpoint since all the programs have not yet been revised and the teachers have not all been trained.In Vietnam, in recent years, the education system has experienced notable advances. The material bases, the teaching staff and the training programs have been renewed, thus helping to improve the quality of the system. Despite these advances, the professional training carried out is not always in accordance with the needs and expectations of beneficiaries and the labor market.It is therefore this state of affairs that has led us to question, from interviews with the main actors concerned, the educational outcome of these reforms.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
References
HUBERMAN, A.M. et MILES, M.B. (1991). Analyse des données qualitatives. Recueil de nouvelles méthodes. Bruxelles : De Boeck Université.
DE KETELE, J.-M., CHASTRETTE, M., CROS, D., METTELIN, P. & THOMAS, J. (1989). Guide du formateur. Bruxelles : de Boeck-Université.
DE KETELE, J.-M. (2005). Mise en œuvre de l’APC dans l’élaboration des curricula. Conférences données à Fès (9-2-05) & Rabat (11-02-05).
PAQUAY, L., ALTET, M., CHARLIER, E., PERRENOUD, P. (1996). Former des enseignants professionnels. Louvain-la-Neuve : De Boeck Université.
ROEGIERS, X. (2000). Une pédagogie de l’intégration. Bruxelles : de Boeck Université.
VAN DER MAREN, J.-M. (2003). La recherche appliquée en pédagogie. Des modèles pour l’enseignement. Bruxelles : de Boeck-Université.