Les contenus d'enseignement, enjeu technique ou politique?
By: GAUTHIER, Roger-François
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ArticlePublisher: Paris : IIAP, juil./sept. 1996Revue Française D'Administration Publique 79, p. 525-534Abstract: The corporatism of the teaching profession, conservatism and established ideas undoubtedly have prevented debate upon the content of education. The situation seems to change little. While, in France, it is true that education curricula fall within the remit of the executive, the debate is, nevertheless, open to numerous participants. The participation of researchers, professor, professional bodies and parents has been somewhat restrained. Obtaining a degree appears to be of more concern than its actual content. A more global calling into question of the desired aim of education, and hence its content, might allow apprenticeship to be valued at last
The corporatism of the teaching profession, conservatism and established ideas undoubtedly have prevented debate upon the content of education. The situation seems to change little. While, in France, it is true that education curricula fall within the remit of the executive, the debate is, nevertheless, open to numerous participants. The participation of researchers, professor, professional bodies and parents has been somewhat restrained. Obtaining a degree appears to be of more concern than its actual content. A more global calling into question of the desired aim of education, and hence its content, might allow apprenticeship to be valued at last
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