How do educational staff feel about the financialization of training in public educational spaces?

Les compétences en contexte numérique: un vecteur de financiarisation de l’éducation

Thierry Gobert ()
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Thierry Gobert: CRESEM - Centre de Recherche sur les Sociétés et Environnements en Méditerranées - UPVD - Université de Perpignan Via Domitia

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Abstract: The commodification of training challenges researchers. They evolve in a society that claims the "guarantee that there can still exist a sphere of autonomy in relation to a world dominated by the imperatives of production and consumption" (Renaut, 2007: 131). However, private lessons, establishments under contract, supplies, student accommodation and correspondence courses are old activities where outside actors were already active. Conversely, from being "marginal" (Cossé, 2016), a number of emblematic training courses in the private sector are now provided at universities and declined in the form of skills. Among the latter, digital skills, whose scope has expanded beyond the manipulation of tools, feed an "education market" (Delmotte, 1998). This article aims to outline the contexts which, in a few years, have made the financialization of higher education a social issue.

Keywords: Financialization of education; skills approach; university governance; control illusion; Financiarización de la educación; enfoque por competencias; universidad; ilusiones del contro; Financiarisation de l’éducation; approche par les compétences; université; illusions de contrôle (search for similar items in EconPapers)
Date: 2018-04-06
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Published in L’école en contexte numérique : logiques d’acteurs, action publique et enjeux industriels, Nathalie Walczak, Apr 2018, Grenoble, France

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