The Origins of the National Council of Programs (1983-1990): Instruments and Actors of a New Governance of the Contents of Lessons (notice n° 212579)

détails MARC
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041 ## - LANGUAGE CODE
Language code of text/sound track or separate title fre
042 ## - AUTHENTICATION CODE
Authentication code dc
100 10 - MAIN ENTRY--PERSONAL NAME
Personal name Heurdier, Lydie
Relator term author
245 00 - TITLE STATEMENT
Title The Origins of the National Council of Programs (1983-1990): Instruments and Actors of a New Governance of the Contents of Lessons
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Date of publication, distribution, etc. 2017.<br/>
500 ## - GENERAL NOTE
General note 16
520 ## - SUMMARY, ETC.
Summary, etc. The creation of the National Program Council (NPC) in 1990 marks a double break in the history of education program reforms. The first relates to the temporality and institutional framework of program transformations: the NPC is the instrument of a coordinated, global and simultaneous reform of all disciplines according to common and transversally applicable principles. The second is a change in the balance of power between the players involved in the reforms: the creation of the NPC results in the fact that the General Inspectorate and associations of specialists were put aside for the benefit of the NPC, the minister's office and the educational departments of the ministry . To explain this double break, this article studies the mechanisms of legitimation, commissions and reports, as well as the individual and collective players who led to the creation of the NPC. It demonstrates what the symbolic effectiveness of these schemes owes to their systemic and global approach of contents, to the strong political support they receive, to their openness to players usually excluded from the debate on programs and to the mobilization of scientific legitimacy in competition with pedagogical and disciplinary legitimacy. Finally, this article shows the contradictions of a system oscillating between autonomy and political exploitation of scientific legitimacy and their consequences on the future NPC.
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element curriculum reform
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element content of learning
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element educational administration
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element educational expert
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element France
700 10 - ADDED ENTRY--PERSONAL NAME
Personal name Clément, Pierre
Relator term author
786 0# - DATA SOURCE ENTRY
Note Revue française de pédagogie | o 195 | 2 | 2017-11-08 | p. 5-24 | 0556-7807
856 41 - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="https://shs.cairn.info/journal-revue-francaise-de-pedagogie-2016-2-page-5?lang=en">https://shs.cairn.info/journal-revue-francaise-de-pedagogie-2016-2-page-5?lang=en</a>

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