Challenges and opportunities in implementing competency-based approach: insights from EFL teachers in Mali

Abstract

Abstract: The present study investigates the implementation of the Competency-Based Approach (CBA) in Malian high schools. The main objective is to examine how teachers implement CBA in their classroom. The study also aims to demonstrate if teachers receive training about the method of teaching in use. In order to reach the research objectives, a questionnaire was designed. Thus, a quantitative research method is used for this purpose. In all, 137 teachers completed the questionnaire. The findings revealed that the majority 72% of teachers attended training sessions in CBA with 55% of them attending the sessions more than two times; 16% attending more than three times. The results also revealed that the majority asserted that they apply CBA in their classroom with 55% asserted they always apply it; 34% sometimes apply it. However, many of them replied that they encountered difficulties. For example, 94% encountered difficulties when applying CBA due to lack of materials, large classes, lack of textbooks, lack of sufficient training for some teachers, and time constraints. Keywords: Competency-Based Approach, implementation, high school, Mali