L’approche par les compétences en Algérie : de la théorie à la pratique

Abstract

The Algerian Ministry of National Education recommended adopting the competency-based approach as early as 2002. To what extent are the institutional theoretical documents and the French-language textbooks in conformity with the foundations of this approach ? How do teachers receive and evaluate reform ? Has the latter had the desired effects ? The study shows that the reform seems to remain at the stage of intentions, among others, because the programs and textbooks convey many shortcomings and because the teachers, who have not been prepared for it, reject it.

Keywords

• programs
• Skills approach
• manuals
• classroom practices
• teacher training