المجلة الجزائرية للأبحاث والدراسات
Volume 7, Numéro 1, Pages 100-113
2024-01-31
Sociological Approach Of The Sustainable Development In Education.
Authors : Abbaci Madjid .
Abstract
Our object in this present contribution is limited to sustainable development in education. In other words, is it possible to ensure the sustainable development of the human factor through education? The answer is partly in the Resolution adopted by the General Assembly on September 25, 2015, No. 70/1 entitled “Transforming our world: the 2030 Agenda for Sustainable Development”*(2015),, which specifies the objective 4 and proposes a battery of indicators and indices to evaluate the institutional and organic practices of realization of the essence of this objective which is “equity”. It will be opposed to this first part, the sociological analysis of teaching practices in the context of the last pedagogy in practice in our educational institutions, namely the approach by competence. The fundamental question of this contribution will be whether or not in teaching practice the competency-based approach ensures the equity referred to the resolution.
Keywords
Sustainable development objectives, competence-based approach, margin of freedom, area of uncertainty, power of the teaching actor.
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