Gap Year in french engineering curricula: Ethical Issue of a Pedagogical Device

Abstract : This study began with a simple astonishing observation. In the very specific context of Engineering Education in France (mainly given in rather elitist "Grandes Écoles"), a new phenomenon is taking root at an ever-increasing rate, namely the "gap year", an educational device which is gaining exponential popularity among the students. This kind of implement, at the moment lacking in any real institutional regulation at a national level raises some practical, but also fundamental questions. Firstly, we will describe the general framework of our research: this will help to give some depth to this field of study. Then, we will present this new rising phenomenon in a broader context and will try to explain what it consists of and the different ways of evaluating it. The analysis of two exemplary case studies will enable the reader to apprehend the great variety of practices regrouped under the same label. We will finally conclude by suggesting some paths toward a further and deeper problematization.
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Christelle Didier, Patrick Simonnin. Gap Year in french engineering curricula: Ethical Issue of a Pedagogical Device. Annual Conference of the European Society for Engineering Education, Sep 2012, Thessaloniki, Greece. ⟨halshs-00783193⟩

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