Knowledge and Competence in Training : Tools for Developing Responsible Activities

Cover -- Half-Title Page -- Title Page -- Copyright Page -- Contents -- Foreword -- Preamble -- Introduction: Thinking About Human Activities Differently: A Developmental Framework -- About innovation -- About the accountability of actors -- Insights into the history of education -- Insights into developmental psychology -- Insights into practices -- Preparing for the future -- References -- 1. Program-based Approach, Curriculum and Competency-based Approach: Sense and Nonsense in the Light of Neoliberalism -- 1.1. Introduction -- 1.2. The program-based approach -- 1.2.1. Its origins and context of its deployment in international assistance -- 1.2.2. The transfer of the concept to education -- 1.3. The PBA, the course of study and curriculum: differences and similarities -- 1.3.1. The PBA: a rejection of the concept of course of study -- 1.3.2. The PBA and the curriculum -- 1.3.3. Two distinct socio-educational logics -- 1.4. Attributes of the program-based approach -- 1.4.1. Positive attributes -- 1.4.2. A program-based approach for what school education purposes? -- 1.5. Conclusion -- 1.6. References -- 2. Can a Competency-based Curriculum be a Humanistic Curriculum? -- 2.1. Introduction: challenges -- 2.2. Competency: a polysemic term -- 2.3. What is a humanistic curriculum? -- 2.3.1. Empowerment goals -- 2.3.2. Work for the common good -- 2.4. What is a humanistic curriculum? -- 2.4.1. Awareness level of school challenges -- 2.4.2. Promotion of citizen awareness, rather than citizen submission -- 2.4.3. Progressive changes rather than radical changes -- 2.4.4. Explicit rather than implicit course of study -- 2.4.5. Choice, implicit or explicit, of graduate attributes -- 2.4.6. Prioritize the issue of meaning -- 2.4.7. Prioritize actions over speeches -- 2.4.8. Being clear with the status of innovations introduced