Programmes scolaires | EPFL Graph Search

Un programme d'enseignement est un programme d'étude de différentes disciplines enseignées dans un établissement d'enseignement, qu'il soit public ou privé. Élaborer le programme, engager les consultations, organiser le soutien nécessaire, tout cela constitue un processus étalé sur plusieurs années. Les principales étapes en sont : la conception et la rédaction des programmes, qui comprennent des processus de relecture et d›approbation, et l’élaboration du soutien systémique connexe. Contenu des programmes en France En France, la scolarité n'est pas obligatoire, c'est l'instruction qui l'est. Les parents peuvent donc choisir de scolariser leur enfant dans un établissement scolaire (public ou privé) ou bien d'assurer eux-mêmes cette instruction. L'instruction est obligatoire à partir de 3 ans et jusqu'à l’âge de 16 ans révolus, et la formation est obligatoire de 16 à 18 ans. La France possède un système éducatif centralisé, dans lequel le programme nation

Teaching Transversal Skills in the Engineering Curriculum: the Need to Raise the Temperature

Lucille Delisle, Helena Kovacs, Mirjam Mekhaiel, Roland John Tormey, Pascal Vuilliomenet

Engineers and architects today are dealing with great social, technical and environmental complexities, and the demand for having broadly educated holistic engineers will only continue to grow in the future. Being able to manage and lead diverse teams, understand complex, interdisciplinary systems and solve open-ended problems across and beyond different subjects is expected from the next generation of graduates. With the aim to understand how the future graduates are educated to cope with such complexities, we developed a tool to map out the course curricula and examined the extent to which transversal skills are taught at a leading technical university in Europe. Using MATLAB, we have conducted an exploratory analysis, and this concept paper offers the outcomes of analysing course descriptions of bachelor and master programmes throughout the academic year 2018-2019. By presenting the results in a visual form of a heatmap, we have examined at which moment throughout the curriculum and how frequently are transversal skills included in the teaching objectives. The results indicate an overall gap between teaching transversal skills at both BA and MA level, but also a difference in teaching transversal skill in mandatory and optional courses. Furthermore, throughout the curriculum we observed a significant lack of some critical skills, such as those connected to ethical reasoning. This project opened valuable avenue to deepen the discussion regarding teaching and learning of transversal skills, as well as the structural changes that need to be considered in the education of the engineers and architects in future.

University of Twente2020

Detecting Latent Training Needs Using Large Datasets

Ramtin Yazdanian

In today's world, there is no shortage of disruptors acting on various professional domains. The Fourth Industrial Revolution, with its AI-driven and automation-focused technologies, has fundamentally changed many domains -- particularly the Information and Communication Technologies (ICT) domain -- and continues to do so. The COVID-19 pandemic and its ensuing lockdowns have resulted in dramatic change in the workplace. These disruptors are fast-acting and rapidly change the skills landscape of many professional domains, introducing new skills and rendering old ones obsolete. In such a situation, it is imperative for educational institutions to keep their curricula updated in order to (re)train the workforce with the right set of skills for the new economy. However, most of the methodologies commonly used for analyzing training needs and effecting curricular change were developed during a time when the pace of change was slower, and thus have trouble quickly and effectively responding to today's rapid changes. As a result, the development of new approaches for the analysis of training needs is of utmost importance.The present dissertation is the result of an effort to develop such new approaches, using different types of data and approaching the problem from different perspectives. These approaches use big data methods on data sources that are large, pre-existing, and continually updated in order to identify the skill needs of the present and/or predict the skill needs of the future for various professions. Focusing on the ICT domain but also making forays into vocational domains, the present work examines the usefulness and feasibility of methodologies such as the estimation of topical difficulty, the prediction of the appearance of new skills, and the prediction of emerging skills (less popular skills expected to experience a surge in hiring demand) for the identification of training needs. The findings of this dissertation are twofold. Firstly, they demonstrate the pivotal role that decentralized educational platforms such as Stack Overflow (an online Q&A platform for ICT) and Udemy (a MOOC platform where anyone can create a course) play in lifelong learning, essentially making the case for a policy of sponsorship and promotion of such platforms in other professional domains. Secondly and more importantly, the results showcase the feasibility of predicting the emerging skills of the near future. The successful emerging skills methodology can therefore be used to provide valuable insights to training providers at a moment's notice, giving them time to prepare for the skills landscape of the future in advance. Thus, AI can be used to help solve the challenges it creates for educational institutions and the workforce. Future work, both in the form of policymaking and in the form of research, can help capitalize and expand on the results of this dissertation, furthering the cause of rapid curricular change.

EPFL2022

A Robotic Teacher Community to Foster the Integration of Educational Robotics in School

The digital society requires the acquisition of skills related to computer sciences like computational thinking or competences in coding. Also transversal competences like communication, collaboration and creativity are increasingly important. Educational robotics is perceived as a valuable tool to increase such competences and is more and more present in the new school curricula. However only few teachers carry out educational robotics activities in their classes. The Roteco project aims to train school teachers in the field of educational robotics and computer science and to develop a community where teachers can find support and exchange experiences and educational activities in order to increase the presence of robotics in school classes. In the project a teacher training and a collaborative platform have been developed. The platform allows teachers to contact other teachers or experts. Teachers can easily publish, select and download didactic activities of other pairs with the related materials. In this paper the project and first results are presented.

Springer, Cham2021

Detecting Latent Training Needs Using Large Datasets

Ramtin Yazdanian

EPFL2022