L’introduction en France des compétences dans la scolarité unique. Enjeux politiques, enjeux de savoir, enjeux pédagogiques et didactiques

Abstract

The introduction of “skills” or “competences” in the common school curricula (elementary and secondary) in France, including the socle commun or “common base”, led to surprising alliances around the term “competence”. Research shows that the term “competence” in fact carries multiple meanings (utilitarian, pro-learner centred, favouring “back to basics”), depending on the stakeholder groups seeking to influence the curriculum. The various meanings derive from models borrowed from international organizations and the professional world, and from models coming from national political and educational debate. The curriculum’s formal requirements have an impact on teaching materials and practices that contributes anew to inequalities: higher expectations for some skills that are mandated but little taught and achieved only by pupils prepared for them through family socialisation; versus nothing but simplified procedures for the less well prepared students. If the consequences are this unequal in France, a long-schooled and wealthy country, what are the effects of competence-based reforms in poor countries where schooling is newer?

Keywords

• France
• skills
• competences
• knowledge
• curriculum
• pedagogy