Vers une école réellement orientante. Penser l’orientation scolaire à l’aube du 21e siècle.

Abstract : Can we set up a true guidance in school today? This is the question this thesis attempts, in part, to answer. A school that takes guidance into consideration presupposes that the student is taken into consideration as an individual in identity building, based on both personal aspects and vocational objectives. This thesis is based on a review of the international literature on guidance, whether academic, vocational or described as lifelong. Thus, our investigations are essentially based on the concept of the Guidance Oriented Approach to Learning, which aims to integrate the questions and issues of guidance within the School itself. We also rely on a set of analyses related both to the personal nature of individual development and to systemic aspects that allow us to develop collaborative actions related to educational approaches to guidance. To develop and support our arguments, the first two chapters propose to define the orientation by its historical and theoretical development and through its actualisation in various school systems. The third chapter summarises the main points in the implementation of a Guidance Oriented Approach to Learning in School, based on a series of action-research projects that have been carried out in French-speaking Belgium. The fourth chapter describes several empirical analyses resulting from this research and allowing us to take an evaluative and reflexive look at the orientation actions and the different types of results to which they may have led. The fifth and sixth chapters present a more meta reflection on the principles, challenges and objectives of educational and professional guidance that must be developed in a world of increasing and diversified uncertainty.
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Damien Canzittu. Vers une école réellement orientante. Penser l’orientation scolaire à l’aube du 21e siècle.. Education. Université de Mons (UMONS), 2019. Français. ⟨tel-02280760⟩

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