Reconnaissance des compétences : savoirs, savoir-faire et savoir-être de l’étudiant (notice n° 799226)
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| fixed length control field | 04822cam a2200337 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250123121718.0 |
| 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 | Deschanet, Elisabeth |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Reconnaissance des compétences : savoirs, savoir-faire et savoir-être de l’étudiant |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2022.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 82 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | La problématique à l’origine de notre réflexion est la reconnaissance de ce que Benchemam & Galindo (2011) qualifient de compétences, c’est-à-dire, les savoirs, les savoir-faire et les savoir-être, dans le cadre de l’évaluation d’un(e) étudiant(e). En effet, les modalités de contrôle des connaissances tiennent compte habituellement des savoirs et des savoir-faire appris dans les enseignements et les ouvrages. Se pose, dès lors, la question de la prise en compte de compétences acquises dans un champ autre que celui de l’université d’une part, et de la reconnaissance des expériences et compétences d’un salarié qui souhaite être reconnu à travers la délivrance d’un diplôme dans le cadre d’une VAE (Validation des Acquis de l’Expérience) d’autre part. Enfin la reconnaissance des compétences passe également à travers des programmes courts dénommés « blocs de compétences » qui permettent d’articuler des savoirs fondés sur des compétences repérées et certifiées qui peuvent se cumuler pour obtenir un diplôme ou qui peuvent se valoriser dans le cadre d’une VAE. Dans un premier temps, nous avons analysé trois dispositifs de reconnaissance des compétences : le B2E (Bonus Engagement Etudiant), la VAE et le bloc de compétences ou formation courte. Dans un deuxième temps, nous avons organisé un entretien approfondi avec le vice-président des étudiants de l’Université de Lorraine pour avoir son avis sur le dispositif B2E, ce qui a conduit à proposer une expérimentation intéressante au sein d’une partie de la communauté universitaire, le collegium LMI*. Et enfin, dans un troisième temps, nous avons étudié des cas de validation des acquis de l’expérience. * L’Université de Lorraine est composée de 9 collegiums regroupant les composantes de formation, le collegium LMI (Lorraine Management Innovation) réunit IAE Metz, IAE Nancy et l’Institut des Sciences du Numérique, Management, Cognition (IDMC). |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The problem at the origin of our reflection is the recognition of what Benchemam & Galindo (2011) qualify as competencies, that is to say, knowledge, know-how, and interpersonal skills, within the framework of the evaluation of a student. Indeed, the methods of knowledge control usually take into account the knowledge and know-how learned in the courses and books. This raises the question of how to take into account competencies acquired in a field other than that of the university on the one hand, and on the other hand, how to recognize the experience and skills of an employee who wishes to be recognized through the awarding of a diploma within the framework of a VAE (Validation des Acquis de l'Expérience). Finally, the recognition of competencies is also achieved through short programs called "competencies blocks," which allow the articulation of knowledge based on identified and certified competencies. These can be accumulated to obtain a diploma or valorized within the framework of a VAE. First, we analyzed three competency recognition initiatives: the B2E (Bonus Engagement Étudiant) (committed student bonus), the VAE, and the competencies block or short training program. Second, we organized an in-depth interview with the student vice-president at Université de Lorraine to get his opinion on the B2E system which led to the proposal of an interesting experiment within a part of the university community, the LMI College*. And finally, for the third phase, we studied cases in which acquired experience was validated. * Université de Lorraine is made up of nine colleges that bring together the training components. The LMI (Lorraine Management Innovation) college connects the IAE Metz, IAE Nancy, and the Institute of Digital Sciences, Management, and Cognition (IDMC). |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | savoirs |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | étudiant |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | compétences |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | engagement |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | évaluation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | reconnaissance |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | evaluation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | commitment |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | recognition |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Competencies |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | student |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | knowledge |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Distler, Frédéric |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Rasolofo-Distler, Fana |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Projectics / Proyéctica / Projectique | 33 | 3 | 2022-12-29 | p. 91-110 | 2031-9703 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-projectique-2022-3-page-91?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-projectique-2022-3-page-91?lang=fr&redirect-ssocas=7080</a> |
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