etude critique d’un programme de formation en vue d’améliorer la formation des étudiants à la lumière des défis du xxie siècle : cas de l’alignement pédagogique du programme de la licence de chimie à l’université saint-joseph de beyrouth
The higher education of chemistry in the 21st century occupies a higher standing in the process of globalization, requires a restructuring of this teaching on a world scale. These new predispositions seek to confront the complexity of real life and to integrate it into the teaching of advanced chemistry, in a context where the chemist's professions are becoming more complex, and at a time when the improvement of the educational practices of higher education becomes a concern for the policies and management of this teaching. Universities now have a conclusive role in training highly qualified chemists who are able to innovate, apply the knowledge based economy, solve real and complex life problems, imagine and implement complex chemical systems. The constructive alignment is today a regulatory framework that ensures coherence in a training program and at the same time acts as a tool for improving the quality of higher education. Pedagogical alignment is emerging as a guideline for improving consistency and quality between learning outcomes, teaching devices, and assessment modalities. Our work proposes a critical approach in the study of the chemistry bachelor program, allowing the development of the constructive alignment of the program with regard to the challenges of chemistry and current higher education. To this end, we recommended a structured approach based on three methods of analysis in order to study constructive alignment through various sides of the program. One side is thus revealed, each time the training program is studied, by an analytical method. Thus, the state of constructive alignment is constructed in the image of a puzzle, through the crossover matrix of program components disclosed by the descriptive method, through the intermediate panoramic image of the training program and the graphic representations revealed by the method of "spontaneous associations with double indexation" and by the taxonomy of De Ketele, and finally through the tables and charts of prioritization of the pedagogical needs of students unveiled by the theory of Lapointe. The research methodology consists, on the one hand, of the analysis of the chemistry bachelor training program as it was posted on the university's website for 2016-2017. On the other hand, it requires the collection of representations relating to the components of the chemistry bachelor program, through an opinion survey, depending on whether they are declared by the chemistry bachelor holders: the new students of 1st and 2nd year of bachelor of chemistry, "graduates" in 3rd year of bachelor of chemistry and 1st year of master in "industrial technology" and "food chemistry" with teachers in the department of chemistry. The purpose of our work is to improve the education of chemistry major students at the Saint Joseph University of Beirut, in accordance with its values of excellence and accessibility contained in its charter. Also, to establish a critical process for a study program (DCEAP) that serves as a stepping stone to improve its services, in order to strengthen its international positioning, accelerate the process of obtaining a quality label through accreditation, maintaining its competitiveness and increasing its attractiveness in a complex and competitive environment. (Author's abstract)