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L'approche par compétences en éducation : un amalgame paradigmatique

L'approche par compétences en éducation : un amalgame paradigmatique
Toute réforme apporte avec elle son lot de tension et d’inquiétude que les novateurs auraient intérêt à prendre en compte. La plupart du temps, les résistances naissent bien davantage des maladresses des novateurs, qui sont trop souvent portés à vouloir donner l’impression qu’ils ont trouvé la pierre philosophale, que du refus de changer des personnes concernées. Il ne faut pas non plus trop s’étonner du fait que les réformes actuelles des systèmes éducatifs suscitent de nombreuses critiques qui proviennent de plusieurs sources différentes. À vrai dire, il faut bien avouer que les irritants n’ont pas manqué. Ainsi, l’injonction qui consistait (et consiste toujours) à exiger de la part des enseignants qu’ils se consacrent à l’enseignement (sic) des compétences ?nit pas brimer toute créativité et innovation. Mais c’est surtout la question de l’évaluation qui soulève le plus d’objection. Compte tenu de telles dif?

Dr. Robert Mendenhall: What Is Competency-Based Education? Competency-based education has become a hot topic in higher education circles these days -- it is becoming increasingly popular as the country searches for ways to improve college affordability and more accurately measure student learning. There are almost as many institutions claiming to have competency-based education as there are definitions, so it seems worthwhile to define what competency-based learning is and how it can benefit higher education in the United States. What is competency-based education and what makes it different? The most important characteristic of competency-based education is that it measures learning rather than time. Students progress by demonstrating their competence, which means they prove that they have mastered the knowledge and skills (called competencies) required for a particular course, regardless of how long it takes. We know two things about adult learners -- they come to higher education knowing different things, and they learn at different rates.

Competency-Based Education Advances With U.S. Approval of Program - Wired Campus Last month the U.S. Education Department sent a message to colleges: Financial aid may be awarded based on students’ mastery of “competencies” rather than their accumulation of credits. That has major ramifications for institutions hoping to create new education models that don’t revolve around the amount of time that students spend in class. Now one of those models has cleared a major hurdle. Southern New Hampshire bills its College for America program as “the first degree program to completely decouple from the credit hour.” Students show mastery of skills by completing tasks. Completed tasks are shipped out for evaluation to a pool of part-time adjunct professors, who quickly assess the work and help students understand what they need to do to improve. Students gain access to the program through their employers. The Education Department is grappling with how to promote innovation while preventing financial-aid abuses. The U.S. under secretary of education, Martha J. Return to Top

Plano de marketing Origem: Wikipédia, a enciclopédia livre. Normalmente é composto das seguintes partes: Resumo executivo e sumário;Situação atual de marketing;Análise de oportunidades e questões;Objetivos;Programas de ação;Demonstrativo de resultados projetados;Implementação;Controles e Realimentação; O Plano de Marketing deve ser entendido como um complemento ao Plano de negócios e como um instrumento indispensável ao desenvolvimento da empresa. Em síntese o planejamento de marketing divide-se em duas etapas: a Análise de Mercado e a Planificação de Marketing. A primeira tem como principal objectivo sistematizar toda a informação necessária para o desenvolvimento dos objectivos. Dentro da Planificação de marketing (2ª etapa) encontram-se também duas fases: A Formulação Estratégica de Marketing e o Desenvolvimento do Plano. Etapas para a construção de um plano de marketing[editar | editar código-fonte] Análise externa, o meio envolvente Análise externa, os concorrentes Análise interna Análise SWOT da empresa

Sept universités françaises parmi les meilleures au monde Recevez nos newsletters : Pour la deuxième fois, Times Higher Education a classé les jeunes universités, celles crées il y a moins de cinquante ans. Les petites facultés françaises spécialisées tirent leur épingle du jeu. Deux universités coréennes et un établissement suisse. Le podium du classement universitaire international «The 100 Under 50 », publié jeudi par le Times Higher Éducation ,ne manque pas de surprendre. Pas de Harvard, d’Oxford ou de Cambridge à l’horizon, et pour cause: seules les institutions créées il y a moins de 50 ans figurent dans la deuxième édition de ce palmarès. Malgré un recul de trois places, l’université Pierre-et-Marie-Curie, 9e, reste la mieux classée. L’Asie apparaît comme la grande gagnante de ce classement Les établissements américains sont pour leur part moins à la fête que d’habitude .Ils sont 8 dans le top 100 et 2 dans le top 10. L’Asie qui apparaît comme la grande gagnante de ce classement, et en premier lieu la Corée du Sud.

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