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Competency-Based Approach in Algerian Education

The document discusses the implementation of the Competency-Based Approach (CBA) in Algerian education, adopted during the 2002 reforms to modernize teaching methods. CBA emphasizes mastering core competencies over mere knowledge transfer, aiming to align education with labor market needs and enhance student engagement through constructivist principles. Key features of CBA include a focus on life skills, task-centered learning, continuous assessment, and individualized instruction to ensure students can effectively apply their skills in real-world contexts.

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105 views4 pages

Competency-Based Approach in Algerian Education

The document discusses the implementation of the Competency-Based Approach (CBA) in Algerian education, adopted during the 2002 reforms to modernize teaching methods. CBA emphasizes mastering core competencies over mere knowledge transfer, aiming to align education with labor market needs and enhance student engagement through constructivist principles. Key features of CBA include a focus on life skills, task-centered learning, continuous assessment, and individualized instruction to ensure students can effectively apply their skills in real-world contexts.

Uploaded by

PES ABADEL
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Competency-Based-Approach

Introduction

- Most world educational systems are constantly changing mainly in terms of implementing new
curricula and adopting new teaching approaches and methods, and Algeria is not an exception.

- In the educational reforms of 2002, Algerian education policy makers adopted Competency-
Based Approach as a new teaching approach in all educational stages.

- Competency-Based Approach (CBA) has been extended at the beginning of the 21st century as
a new trend to modernize the field of education.

- This type of education focuses not on knowledge transfer, but on mastering the core
competencies that allow learners to acquire knowledge on their own.

- This approach can aid in solving several problems, especially the inadequacy between school
teaching and labor market needs, the professional achievements enhancing, and overcrowded
classrooms.

- Hence, the Algerian Ministry of Education made lots of efforts to make it operational and
facilitated its implementation in Algerian schools.

Theoretical Background
- Each teaching and/or learning approach or method is based on a linguistic theory.

- CBA is essentially based on CONSTRUCTIVISM Theory.

-Piaget (1896 – 1980) and Vygotsky (1896 – 1934) are recognized as the main pioneers of
constructivism and social constructivism.

- Both are critics of behaviorism who have significantly influenced the field of education and
pedagogical research through their diverse research works.

- Constructivists define learning as an active process of knowledge construction rather than a


process of knowledge accumulation and acquisition.

- According to them, learners are proactive beings who construct their own knowledge and
interact with their surrounding environment.
- Learners construct their knowledge through their own experiences.

- Knowledge is hence viewed as the result of the activities of active beings (Cora, 2011).

- Knowledge is not passively received either through the senses or by way of communication,
but is actively built up by the cognizing subject (Von Glasersfeld, 1955).

-CBA pedagogy focuses on enhancing social interaction competencies.

- Major basis of CBLT is the “functional and interactional perspective on the nature of language
(Richards & Rodgers, 2001, p. 143) which means that language learning always needs to be
connected to the social context it is used in.

- Therefore, language is seen as “a medium of interaction and communication between people”


who want to achieve “specific goals and purposes” (Richards & Rodgers, 2001, p.143).

- Another key aspect of both language and learning theory is the so called “mosaic approach to
language learning” (Richards & Rodgers, 2001, p.143), which assumes that language can be
divided into appropriate parts and subparts.

- Communicative competence is then constructed from these subparts put together in the
correct order (Richards & Rodgers, 2001, p.143).

- All these aspects together show that CBLT is in some respects similar to Communicative
Language Teaching (Richards & Rodgers, 2001, p.143).

Definition(s) of the CBA


- Schneck (1978) views the CBA as an outcome based instruction that is adaptive to the needs
of students, teachers, and the community.

- Competencies describe students' ability to apply basic and other skills to situations that are
commonly encountered in everyday life.

- Mrowicki (1986) holds that competencies consist of a description of the essential skills,
knowledge, attitudes, and behaviors required for effective performance of the real world task
or activity.

- These activities can be associated to any domain of life.

- To Savage (1993) the competency based approach was defined by the U.S. Office of Education
as a performance based process leading to demonstrated mastery of basic and life skills
necessary for the individual to function proficiently in the society.
- Richards and Rodgers (2001) hold that the CBA focuses on the outcomes of learning. It
emphasizes on what the students are expected to do rather than on what they are expected
to learn about.

- The CBA advocates defining educational goals in terms of precise measurable descriptions of
knowledge, skills, and behaviors that students should possess at the end of a course of study
(Cited in Carlous 2012: 519 – 520).

Key Features of the CBA


- According to Auerbach (1986) there are eight key features which are essential for
Competency-Based Language Teaching:

(1) A focus on successful functioning in society which means that language is taught in order to
prepare the students for the different demands of the world.

(2) A focus on life skills to determine that language is always taught as a medium of
communication in concrete tasks in which specific language forms/skills are required.

(3) Task- or performance-centered orientation. The focus is on what the students can do with
the language and certain behaviors instead of knowledge of the language.

(4) Modularized instruction emphasizes that the competencies which are taught have to be
systematically separated into manageable parts so that both the teacher and students can
handle the content and realize their progress.

(5). “Outcomes are public knowledge, known and agreed upon by both learner and teacher”
(Richards & Rodgers, 2001, p.146). Therefore, the students clearly know what behaviors and
skills are expected of them.

(6) Continuous and ongoing assessment which means that the students are tested before the
course to determine which skills they lack and after they have had instructions in that skill they
are tested again to ascertain whether they have achieved the necessary skills or not .

(7) Demonstrated mastery of performance objectives. The assessment is based on the


students’ performance of specific behaviors instead of traditional paper-and-pencil-tests.

(8) Individualized, student-centered instruction. The instructions given by the teacher are not
time-based but the focus is on the progress the individual students make at their own rate.
Therefore, the teacher has to concentrate on each individual student in order to support them
in those areas in which they lack competence. (Richards & Rodgers, 2001, p.146)
Conclusion
- One of the teaching approaches that are seen appropriate to the educational content is the
Competency Based Teaching Approach, an outcome based approach that focuses on
measurable and usable skills and competencies.

- It implies a shift from content-based curriculum that promotes theoretical understanding of


concepts to a process-based curriculum that enhances collaborative co-construction of
knowledge. The adoption of this new teaching pedagogy in Algeria emerged as a decisive force
in efforts to understand and improve language teaching and learning.

Common questions

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Competency-based education, as implemented in the Algerian educational reforms of 2002, differs from traditional knowledge transfer approaches by emphasizing mastery of competencies over mere acquisition of knowledge. While knowledge transfer focuses on delivering content, competency-based education prioritizes enabling students to apply skills effectively in real-world situations, thereby addressing the mismatch between educational outputs and labor market needs .

Continuous assessment and performance-based evaluation in the Competency-Based Approach ensure that learning is directly tied to the demonstration of competencies. Rather than relying on traditional exams, this method assesses students on their ability to perform specific tasks, reflecting true mastery of skills. It involves ongoing evaluation before and after instruction, allowing for adaptive teaching strategies and ensuring that students attain the required competencies effectively .

Constructivism influences the Competency-Based Approach (CBA) by emphasizing active knowledge construction rather than passive knowledge reception. This approach relies on learners engaging with their environments to build understanding, reflecting the constructivist view of learners as proactive participants. CBA, therefore, focuses on practical application and mastering competencies through experience and social interaction, which is rooted in constructivist principles .

Integrating life skills into Competency-Based Language Teaching (CBLT) enhances student preparedness for real-world communication by providing context-specific language applications that students are likely to encounter outside the classroom. This focus ensures that learners acquire practical skills and behaviors necessary for effective interaction in varied social and professional settings, ultimately fostering communicative competence aligned with real-world needs .

The Competency-Based Approach facilitates individualized learning by focusing on student-centered instruction that is not time-based but progress-oriented. Teachers are expected to support students at their own learning pace, which allows for targeted assistance in areas of weakness. This individualized attention ensures that students master required competencies, resulting in more meaningful progress and skill acquisition compared to traditional methods .

Competency-Based Language Teaching (CBLT) redefines the relationship between language learning and social context by focusing on functional and interactional use of language. It positions language as a medium for achieving specific goals within social interactions, thereby aligning language learning with practical, real-world contexts rather than abstract theory. This approach emphasizes communicative competence constructed from modular language components tailored to specific social purposes .

The Competency-Based Approach aligns educational outcomes with labor market demands by emphasizing the practical application of skills that are directly relevant to employment contexts. By focusing on competencies rather than theoretical knowledge, this approach ensures that students are equipped with the abilities required for professional environments, thus bridging the gap between what is taught in schools and the skills needed in the workforce .

Educators may face challenges such as the need for extensive training to effectively implement the Competency-Based Approach, especially understanding individualized instruction and continuous assessment. Additionally, overcrowded classrooms may hinder the ability to focus on individual progress, and there may be resistance to changing from traditional teaching methods. Resources and support systems are also crucial for successful adaptation in diverse educational environments .

Competency-Based Language Teaching (CBLT) is suitable for modern society as it prepares learners for diverse global demands by focusing on real-world language use and life skills. This approach centers on task-oriented instruction, modularized learning, and demonstrable outcomes, ensuring that learners acquire the necessary skills to function effectively in society. Continuous assessment and personalized learning further adapt teaching to individual progress, making CBLT responsive to both educational and societal needs .

Modularized instruction in the Competency-Based Approach involves breaking down competencies into manageable parts, enabling systematic teaching and learning. This allows for targeted instruction on specific competencies, facilitating clear assessment of student progress. Benefits of this approach include increased clarity in learning objectives, enhanced ability to measure progress, and the flexibility to focus on individual student needs .

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