Objectives of Programme's Learning Outcomes

• Analyse a situation of teaching and learning in reference to theories and methodological approaches resulting from developments in educational sciences.
• Master and appropriately mobilise knowledge, models, methods and techniques used in various fields of educational sciences in order to understand a teaching-learning situation.
• Analyse and model an educational action by critically selecting theories and methodological approaches, and taking into account multidisciplinary aspects.
• Develop and support a teaching-learning device, and implement and evaluate it.
• Master knowledge about different teaching-learning devices as well as implement them.
• Critically analyse the extent and limitations of different teaching-learning devices.
• Rate a teaching-learning device.
• Communicate and exchange information in the specific field of teaching and academic learning in a structured and adapted way to the intended purpose and relevant public.
• Present and structure data in a clear, precise, neutral, and non-oriented way.
• Present (orally and in writing) a personal and adapted summary to the public concerned (to colleagues, non-specialists, sponsors or hierarchy), resulting from their own productions or not.
• Appropriately use presentation materials.
• Act ethically in the specific field of teaching and academic learning.
• Refer to ethical principles to define the framework of their professional practice.
• Act in compliance with specific legislative frameworks and the specific provisions of the context (code of ethics, educational projects, etc.).
• Adopt professional attitudes (think critically, avoid prejudices, respect professional confidentiality, etc.).
• Assess and pursue professional and personal development in the specific field of teaching and academic learning.
• Adopt a reflexive stance in relation to their skills and practice and regulate their actions.
• Monitor knowledge and methodological approaches in order to evolve their thinking and practice.
• Continue to train and improve their skills.
• Master scientific approaches for research in educational sciences, in the specific field of teaching and academic learning.
• Master the different steps to carry out research in educational sciences.
• Construct a reference framework, formulate questions or hypotheses from the analysis of scientific literature.
• Adequately choose and implement research methods.
• Collect data and analyse it.
• Adequately interpret results taking into account the reference framework within which the research was developed.

Learning Outcomes of UE

This programme will enable the students to:  understand the Belgian French Community education system (its history and its polemics) and to explain it ;  have a critical understanding of the education policies and of the school organisation as well as on their own practice ;  take part to the evolution of the Belgian French Community compulsory education system, whether at the local level (class and school) or at a macro level ; interact with actors from the education system, to ask for their values, their conception of education or of an issue related to education

Content of UE

Systemic approach of the education system ; School organization and structure ; Academic segreation; School market ; Education policies; Priority education policies

Prior Experience

Not applicable

Type of Assessment for UE in Q1

• Presentation and/or works
• Written examination

Q1 UE Assessment Comments

Written exam (January and /or September) (50%) consisting of integrating chapters from the reference book, meaning to be able to summarize a question dealt in the book, to argue it, to put it into the Belgian context and to demonstrate sufficient knowledge regarding education news. Discussion of a paper during a seminar and production of an essay (50%).
Active participation in practical exercices required.

Type of Assessment for UE in Q3

• Written examination

Q3 UE Assessment Comments

Written exam (January and /or September) (50%) consisting of integrating chapters from the reference book, meaning to be able to summarize a question dealt in the book, to argue it, to put it into the Belgian context and to demonstrate sufficient knowledge regarding education news The seminar (50%) cannot be organised during Q3. Marks form the seminar during Q1 are maintained for Q3.

Type of Resit Assessment for UE in Q1 (BAB1)

• N/A

Q1 UE Resit Assessment Comments (BAB1)

Not applicable