CHALLENGES ON THE COMPETENCY-BASED APPROACH IMPLEMENTATION, CASE OF ALGERIA

Abstract

This study explored the challenges faced by Algerian teachers during the implementation of the Competency-Based Approach (CBA) in secondary schools. The research employed a qualitative method, and the data were collected through interviews with a sample of 41 teachers. The findings revealed that most challenges are often classified into three categories: curriculum, time, classrooms size, and resources. Also, poor training leads teachers to shift to the traditional approaches which do not match with the CBA principles. And to improve the teaching process, teachers desire to participate in designing the curriculum, as well as contribute to the second generation of the reform process and be involved in an effective training program that focuses on the challenges of real work in the classrooms. The research recommended that the government through the Ministry of Education should effort to strengthen regular in-service training and continuous professional development seminars for teachers to make the CBA more understood and reach its expected outcomes.