The Competency-based Approach In The Higher Educational Realm: A Myth Or A Reality?

Résumé: This paper seeks to determine whether the competency-based approach (CBA) is employed in the Algerian higher education institutions, particularly in the literature class, by answering the question: to what extent is the CBA used at the university level? The stakeholders involved in this endeavor are twenty EFL master-one students—specializing in literature and civilization, at the University of Oran 2—and four literature teachers affiliating themselves with the same university. Two different sorts of questionnaires were designed for this investigation—the first is for students, while the second is for teachers. The questionnaires are centered around five major themes—teacher-student relationship, teachers’ and students’ roles, teachers’ expectations, students’ involvement, and assessment— that are thought to be determinants of the CBA’s presence in the higher-education literature class. The results show that the competency-based approach is far from being completely implemented.

Publié dans la revue: معالم