Revue Hybrides (May 2024)
L’élaboration et la mise en œuvre des référentiels en APC dans les Centres de formation professionnelle au Burkina Faso
Abstract
The Competency-Based Approach (APC) was adopted in the 2000s as a major educational innovation likely to improve the quality of education (Thibaut & Abdeljalil, 2019; Roegiers, 2008). This latter educational approach makes it possible to develop curricula and training programs for the teaching-learning of skills. In professional training, skills are defined by benchmarks (Roegiers, 2010; OIF 2009; Confemen, 2012; Figari,1994). The APC benchmarks aim to identify skills based on the analysis of functions, tasks, professional situations, operations and skills. They constitute the benchmarks that trainers must use to develop skills, because they set expectations, criteria and methods of training and evaluation. As for the development of initial vocational training standards, Burkina Faso draws inspiration from the OIF support guides, published in 2009, and from the experiences of other countries. These guides describe the stages of training engineering according to the APC, ranging from sectoral analysis to the development of benchmarks and the development of educational materials. This article aims to analyze the difficulties relating to the development and implementation of APC standards in Professional Training Centers in Burkina Faso. To better understand these difficulties, we observed the process of developing electromechanical benchmarks and conducted interviews. It appears from observation and interviews that the stages and phases of developing APC benchmarks are not respected, thus hindering its suitability to the needs of the labor market.
