Exploring the competency-based approach curriculum in secondary education in Mali with the core players' experiences.

Autor/inn/en	Ouattara, Cheick Amadou Tidiane; Tang, Ying; Luo, Shengquan; Okagbue, Ekene Francis; Diallo, Boubacar Samba; Onyinye, Nwigwe Esther; Loum, Otto James Alfred; Kante, Nabila Chouaib
Titel	Exploring the competency-based approach curriculum in secondary education in Mali with the core players' experiences.
Quelle	In: Journal of curriculum studies, 56 (2024) 4, S. 432-447Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2024.2375220
Schlagwörter	Lehrer; Kompetenzorientierung; Curriculumreform; Argumentation; Partizipation; Politikfeldanalyse
Abstract	Curricular reforms oftentimes cause more problems than they solve. Teachers' being kept out of curricular activities is one main reason for a reform to plummet. In this qualitative study, we examined the Malian curricular policy from two aspects-reform and teaching and learning. Guided by Fischer's argumentative approach theory, this analysis involved 18 participants. While officials and principals were interviewed, teachers were both interviewed and observed. We tried to elaborate on the power of arguments to further principals' and teachers' concerns and needs in curriculum related tasks. We discovered that CBA reform has the potential to harness learner's chances to learn better. The identified challenges like the intricate dialogue between authorities and teachers need to be lifted to unlock the full potentiality of the reform and achieve goals. We also found that advocating for teachers' inclusion in curriculum-making remains as important as upskilling teachers' competence to contribute to curriculum processes. (Re-)Designing standardized textbooks can address the issues of curriculum content overload and concept opacity. This can also help unify practices and align content with contextual norms. To curb congestion, a typical phenomenon in resources-scarce areas like Mali, more classes or schools should mushroom.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2025/1