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Teachers voice out on competency-based approach in learning |27 April 2018

 

A group of social science teachers from various primary schools are presently taking part in a workshop to evaluate the competency-based approach to teaching, introduced by the education ministry as part of efforts to promote the learning of concrete skills, rather than abstract learning.

Concrete-Based Approach (CBA) was part of a new national curriculum framework where the Ministry of Education and Human Resources Development was committed to produce new teaching and learning materials, as well as teacher training materials that would allow changes in teaching practices.

It was also aimed at improving learning outcomes and increasing students’ readiness for life.

The ongoing workshop which is part of the ministry’s vacation in-service programme was launched on Monday and is taking place at the Centre for Curriculum Assessment and Teacher Support at the ministry’s headquarters at Mont Fleuri.

It is being led by curriculum coordinator in the ministry, Ghislaine Boniface, who is getting help from other professionals in the field.

The workshop is an opportunity to assess the main aim of the programme, which is to arrive at a common understanding on the definition of competencies and their application to the local education system.

It is also a chance for the teachers to voice out on how well CBA has been applied at school level and challenges encountered, as well as changes brought about by the approach.

Commenting on the CBA, Mrs Boniface said it was introduced to help students, by giving them the special skills they need to introduce themselves in the economic system and the society as citizens, following requests from stakeholders, including several working establishments.

This, she said, includes communication and management skills.

She added that CBA also ensures that the holistic development of the child is at the forefront, promoting its core values which are to know, to do and to be.

Initially introduced at primary one level, CBA is now being integrated into the primary five curriculum.

Social science teacher Cheryl Philoé from La Rosière Primary School who is attending the workshop said she is not ready to adopt such approach as it is not well detailed and not clear enough.

She explained that she personally thinks that the programme is not suitable for primary school level as it is a bit complicated, especially in her field.

Miss Philoé added that a lack of publicity from the ministry has prevented the involvement of parents, who she said should be a key partner in carrying out CBA.

 

 

 

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