Résumé
The article compares the implementation of a competency-based approach in two short-term professional training programs in France (IUT) and Quebec (Cegep), focusing on the fields of web and multimedia (Bachelor of University Technology in Multimedia and Internet Professions and Diploma of College Studies in Multimedia Integration Techniques). Drawing on curriculum didactics, the study analyzes both the official frameworks (prescribed curricula) and the programs actually developed (planned real curricula). The methodology is based on a comparative examination of the knowledge, tasks, and tools integrated into the teaching. The results reveal significant convergences, particularly in the alignment of disciplinary fields and tasks with the targeted professional situations. However, differences emerge in the degree of tool explicitness and the emphasis placed on various a-disciplinary teachings (i.e projects). This study highlights the interactions between institutional contexts, curricula, and pedagogical approaches, while also pointing out the limitations of an analysis focused solely on prescribed and planned dimensions, without including educational actors.