Abstract
The paper shows that Tuning Project has generated indifference more than resistance within the French academic community. It proposes an analysis of the reasons of this situation: difficulties arising from Tuning itself, the resistance of the French academic tradition, the institutional inhibitors and facilitators. The impact of Tuning on French teaching history has not perhaps been as profound as it might have been. On the one hand, the national competence framework for the first cycle studies has been designed from the Tuning model based on both subject specific and generic competences and is a success, due in part to the perseverance of the French Bologna experts. On the other hand, the fact that today very few French academic programs are described in terms of learning outcomes signals the continued reluctance to embrace student-centred teaching and learning.
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