Reference Framework for Planning Learning and Evaluation Activities

expected performance levels. A shared vision facilitates the sharing of responsibilities among the
members of the program team. Training is more meaningful for students when teachers share the
same vision and when relationships are established between competencies throughout the learning
process.
Teaching and learning
The teacher must thoroughly understand the program in order to be able to translate the competencies
into learning and evaluation activities, bearing in mind occupational tasks and life at work. In addition to
translating the trade or occupation into activities and implementing these activities to help students
learn, they must act as guides and evaluators. It is in the day-to-day teaching process 43 that learning
acquires all of its meaning.
Each program of study is based on the general goals of vocational training. It is the teacher’s
responsibility to take them into account in order to prepare students for their future role as workers and
citizens. These goals are:
• to help students develop effectiveness in the practice of a trade or occupation
• to help students integrate into the work force
• to foster students’ personal development and acquisition of occupational knowledge, skills,
perceptions and attitudes
• to promote job mobility
During their training, students prepare to practise their future trade or occupation. They are
accompanied by different players, in particular the teacher, who helps them achieve the objective of
qualifying for the job market. The student is at the heart of the learning process.
I take pride in my trade
If you haven’t done so yet, take a look at the video I take pride in my trade, which accompanies the
Reference Framework for Planning Learning and Evaluation Activities. Both are specific to vocational
training. If they can help teachers and other educators gain a better understanding of what a
competency is and how it is recognized, an important objective will have been achieved in the
implementation of programs of study.
43. Dictionnaire actuel de l’éducation, p. 961. We are referring here to the normative aspect of teaching. Teaching is based on
a set of values, rules, principles, models and other theoretical and practical information whose goal is to guide teaching
practices so as to optimize learning for all.
74 Conclusion