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Comparative Education Volume 57, 2021 - Issue 1: Contextualizing global flows of competency-based education: Polysemy, hybridity and silences. Guest editors: Kathryn Anderson-Levitt and Meg Gardinier
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The introduction of competence-based education into the compulsory school curriculum in France (2002–2017): hybridity and polysemy as conditions for change

Pierre ClémentU.F.R des Sciences de l'Homme et de la Société, University of Rouen Normandie, Mont Saint Aignan Cedex, FranceCorrespondence[email protected]
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Pages 35-50 | Published online: 29 Dec 2020

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Peter Cave. (2023) School curriculum reform in contemporary Japan: competencies, subjects, and the ambiguities of PISA. Comparative Education 0:0, pages 1-18.
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Kathryn Anderson-Levitt & Meg P. Gardinier. (2021) Introduction contextualising global flows of competency-based education: polysemy, hybridity and silences. Comparative Education 57:1, pages 1-18.
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Articles from other publishers (2)

Cheryl Holly, Sallie Porter, Tracy R. Vitale & Mercedes Echevarria. (2023) Grading participation in the classroom: The assumptions, challenges, and alternatives. Teaching and Learning in Nursing.
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Edgar Quilabert & Mauro C Moschetti. (2022) ‘Most Likely You Go Your Way (and I’ll Go Mine)’: School-level enactment of an educational innovation policy in Barcelona. European Educational Research Journal, pages 147490412211214.
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