Les référentiels des diplômes professionnels confrontés à leurs critiques

Une Mise en Valeur De Leurs Enjeux Sociaux

Bibliographic Data

ID8099331
AuthorsFabienne Maillard (0000-0002-5958-5897, corresponding author)
Year2003
Volume145
Issue1
Pages63-76
Publication date2003-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueRevue française de pédagogie (JOURNAL)
Journal identifiersISSN: 0556-7807 • E-ISSN: 2105-2913
PublisherPERSEE Program (PUBLISHER)
DOI10.3406/rfp.2003.2985
OpenAlexW2052102328
LanguageFR
Citations received13
References cited2

The referentials of vocational diplomas, which detail both the vocational activity the diploma prepares to and the body of knowledge as well as the skills necessary to perform this activity and also to get the diploma, are the object of recurrent criticisms ; the main objections concern their standardisation, their exshaustivity and the fact that they are too school centered. The referentials give an idealised vision of the diploma, of its content and of its possible uses. This article deals mainly with the ambivalence of the criticisms adressed by the researchers and by the actors of the vocational trainings, as some of the features of the referentials and of the diplomas will be brought under attack or on the contrary will be considered as necessary. The analysis of the referentials and of the criticisms attached to them shades light on the coexistence of various conceptions (to which the various partners refer) regarding the vocational diplomas. It underlines the fact that vocational diplomas are individualised in the present realm of government certification

Ambivalence · Certification · Government (linguistics · Humanities · Linguistics · Object (grammar · Pedagogy · Political science · Realm · Sociology · Vocational education · Education, sociology, and vocational training · Psychology · Social Policies and Family · Social Sciences and Governance · Law · Philosophy · Social Psychology

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