Pedagogic

The advent of the technological era has incredibly changed the face of education. When it was appropriately applied in classrooms, technology affects how instruction is delivered, how students access and process information, and how learning is assessed. Less than a decade ago, Bush reviewed the current use of technology in foreign language education and stated convincingly, "Ready or not, it appears that technology will play an ever-increasing role in each of our institutions. It therefore behooves foreign language education professionals to better understand technology and its potential for foreign language learning".

Competence is a set of knowledge, skills, and behaviors that must be owned,
internalized, and mastered by lecturers in carrying out their duties as their profession.
The qualifications of lecturers are very necessary to convey knowledge and skills so
that students have competencies in accordance with the demands of the rapidly
developing world of work. Aspects of competency that need to be possessed by
lecturers are pedagogic competence, professional competence, personality
competence and social competence. Through these dimensions an assessment or
evaluation can be carried out that can be used to improve competence in supporting
performance in the teaching and learning process. Lecturer Achievement Index (LAI)
has the goal to determine how much teachers can provide good teaching method
according to students, where a professor is expected to become a professional in the
field. The purpose of this study is to assess the competence of lecturers four
relationship patterns, namely pedagogical, professional, social and personality using
clustering Partial Least Square (PLS). The results obtained are personal competence,
professional competence and social influence on pedagogical, using Response Unit
Based Segmentation (REBUS) PLS, student perceptions regarding LAI grouped into
three segments (Very Good LAI, Good LAI, Pretty Good LAI) based similarityindicators in the model. Each segment (local model) shows the value of R2 and
Goodness of Fit (GOF) is better when compared to PLS (global model). IPD excellent
models based on the perceptions of students affected by the pedagogic competence
with clarity indicator delivery of content and answers to questions in class, regularity
and lecture order according to schedule and influenced by professional competence
with indicators of ability to give relevant examples of concepts taught, ability to
provide motivation to students, ability to explain the relevance of material taught in
the context of life.

This paper focuses on the curricular change in French universities that has taken place over the last two decades and especially since the implementation of the LMD Reform in 2002. Curricula tend to become ‘regionalised-knowledge’ courses, by regrouping disciplinary knowledge and looking forward to economic and social needs. The article aims at analysing the process of producing this change. The first proposition is to show that change is not a linear process, but an ongoing process of negotiation undertaken by a wide range of institutions, social groups and agents, who operate in different institutional levels (European-level, State-level, university/local-level or pedagogic/local-level). The second proposition is that these negotiation procedures mask the differences in the social basis of each one of these discourses and, thus, mask conflict and struggle over social control in higher education reforms.