competency-based approach in the Ivorian education system

In recent years, the Ivorian education system has been undergoing numerous upheavals, leading to constant rewriting of the curriculum. We have moved from teaching by objectives to a skills-based approach. These changes are not always without consequences for the teaching-learning-knowledge triad. Classroom observations have revealed psychological, pedagogical, and didactic difficulties. Psychologically, resistance from teachers and teacher trainers tends to stifle new reforms. Pedagogically, classroom organization and management are governed by rules whose foundations are often misunderstood. Didactically, changes in textbooks and teaching progressions confuse teachers. Furthermore, the training component that accompanies the reforms is often overlooked, resulting in hybrid teaching techniques in the classroom. In this contrasting atmosphere, this book gives a voice to teachers, researchers, and practitioners to shed light on the issue of the competency-based approach in Côte d'Ivoire.