Study programme 2021-2022Français
Analysis of Compulsory Education Programmes
Programme component of Advanced Master's in University and Higher Education Pedagogy à la Faculty of Psychology and Education

CodeTypeHead of UE Department’s
contact details
Teacher(s)
UP-S1-MSPEDA-021-MOptional UEDEMEUSE MarcP316 - Méthodologie et formation
  • DEMEUSE Marc

Language
of instruction
Language
of assessment
HT(*) HTPE(*) HTPS(*) HR(*) HD(*) CreditsWeighting Term
  • Français
Français251500055.002nd term

AA CodeTeaching Activity (AA) HT(*) HTPE(*) HTPS(*) HR(*) HD(*) Term Weighting
P-SEMF-062Analysis of Compulsory Education Programmes250000Q250.00%
P-SEMF-064Analysis of Compulsory Education Programmes (practicals)015000Q250.00%

Programme component

Objectives of Programme's Learning Outcomes

Learning Outcomes of UE

This programme will enable the students to have a critical understanding of the various education programmes from the Belgian French Community compulsory education system (including the new forthcoming programmes), to make analytical comparisons between those and other actual programmes coming from different education systems ("réseaux"), or to make comparisons with former programmes in a historical perspective.

Content of UE

Theoretical concepts (curriculum, programmes...) ; Practical organisation of the Belgian French Community compulsory education system (Decree "Missions", education projects, pedagogical projects, institution projects, core skills, programmes, internal and external assessment...).

Prior Experience

Not applicable

Type of Assessment for UE in Q2

  • Presentation and/or works
  • Written examination

Q2 UE Assessment Comments

Written exam (50% of the score). The written work must be submited on paper and online via the e-learning platform. No submission of the written work within the deadline or a no-show at the written exam leads to a zero mark for the entire UE of this session. An essay written by group of 3-4 students comparing two official belgian programmes (50% of the score). The written work must be submited on paper and online via the e-learning platform. No submission of the written work within the deadline or a no-show at the written exam leads to a zero mark for the entire UE of this session.

Type of Assessment for UE in Q3

  • N/A

Q3 UE Assessment Comments

Written exam (50% of the score). The TP cannot be organised during Q3. Marks form the TP during Q2 are maintained for Q3. No submission of the written work within the deadline or a no-show at the written exam leads to a zero mark for the entire UE of this session.

Type of Teaching Activity/Activities

AAType of Teaching Activity/Activities
P-SEMF-062
  • Cours magistraux
  • Conférences
P-SEMF-064
  • Travaux pratiques
  • Travaux de laboratoire
  • Exercices de création et recherche en atelier
  • Projet sur ordinateur
  • Etudes de cas

Mode of delivery

AAMode of delivery
P-SEMF-062
  • Mixed
P-SEMF-064
  • Mixed

Required Reading

AA
P-SEMF-062
P-SEMF-064

Required Learning Resources/Tools

AARequired Learning Resources/Tools
P-SEMF-062Demeuse, M., Strauven, C. (2013). Développer un curriculum d'enseignement ou de formation. Des options politiques au pilotage. Bruxelles : De Boeck université, Coll. Perspectives en éducation et formation.
P-SEMF-064Demeuse, M., Strauven, C. (2013). Développer un curriculum d'enseignement ou de formation. Des options politiques au pilotage. Bruxelles : De Boeck université, Coll. Perspectives en éducation et formation.

Recommended Reading

AA
P-SEMF-062
P-SEMF-064

Recommended Learning Resources/Tools

AARecommended Learning Resources/Tools
P-SEMF-062. AUDIGIER, F., CRAHAY, M., DOLZ, J. (éds) (2006). Curriculum, enseignement et pilotage. Bruxelles: De Boeck, coll. " Raisons éducatives ".
. DEPOVER, C., NOEL, B. (2005). Le curriculum et ses logiques. Une approche contextualisée pour analyser les réformes et les politiques éducatives.
. DOLZ, J., OLLAGNIER. E. (1999). L'énigme de la compétence en éducation, Bruxelles : De Boeck.
. FRENAY, M., MAROY, C. (eds) (2004). L'école, six ans après le décret " missions ". Regards interdisciplinaires sur les politiques scolaires en Communauté française de Belgique. Louvain-la-Neuve: Presses universitaires de Louvain.
. REY, B. (1996). Compétences transversales en question. Paris: ESF Editeur, Collection " Pédagogies ".
P-SEMF-064. AUDIGIER, F., CRAHAY, M., DOLZ, J. (éds) (2006). Curriculum, enseignement et pilotage. Bruxelles: De Boeck, coll. " Raisons éducatives ".
. DEPOVER, C., NOEL, B. (2005). Le curriculum et ses logiques. Une approche contextualisée pour analyser les réformes et les politiques éducatives.
. DOLZ, J., OLLAGNIER. E. (1999). L'énigme de la compétence en éducation, Bruxelles : De Boeck.
. FRENAY, M., MAROY, C. (eds) (2004). L'école, six ans après le décret " missions ". Regards interdisciplinaires sur les politiques scolaires en Communauté française de Belgique. Louvain-la-Neuve: Presses universitaires de Louvain.
. REY, B. (1996). Compétences transversales en question. Paris: ESF Editeur, Collection " Pédagogies ".

Other Recommended Reading

AAOther Recommended Reading
P-SEMF-062See online course (Moodle)
P-SEMF-064Not applicable

Grade Deferrals of AAs from one year to the next

AAGrade Deferrals of AAs from one year to the next
P-SEMF-062Unauthorized
P-SEMF-064Unauthorized
(*) HT : Hours of theory - HTPE : Hours of in-class exercices - HTPS : hours of practical work - HD : HMiscellaneous time - HR : Hours of remedial classes. - Per. (Period), Y=Year, Q1=1st term et Q2=2nd term
Date de dernière mise à jour de la fiche ECTS par l'enseignant : 16/05/2021
Date de dernière génération automatique de la page : 06/05/2022
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