Exploring the competency-based approach curriculum in secondary education in Mali with the core players’ experiences

Bibliographic Data

ID21345533
AuthorsCheick Amadou Tidiane Ouattara (0000-0002-5922-6616, Southwest University), Ying Tang (0000-0002-1745-3685, Southwest University, corresponding author), Shengquan Luo (Southwest University), Ekene Francis Okagbue (0000-0002-2943-9848, Southwest University), Boubacar Diallo (0000-0002-3015-6722, Southwest University), Boubacar Samba Diallo (Southwest University), Nwigwe Esther Onyinye (Southwest University), Otto James Alfred Loum (Southwest University), Nabila Chouaib Kante (School of Economics and Management, Chang’An University, Xi’an City, Shaanxi, China)
Year2024
Volume56
Issue4
Pages432-447
Publication date2024-07-03
Open AccessYes
TypeARTICLE
VenueJournal of Curriculum Studies (JOURNAL)
Journal identifiersISSN: 0022-0272 • E-ISSN: 1366-5839
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00220272.2024.2375220
OpenAlexW4400227679
LanguageEN
Citations received1
References cited43

Curricular reforms oftentimes cause more problems than they solve. Teachers’ being kept out of curricular activities is one main reason for a reform to plummet. In this qualitative study, we examined the Malian curricular policy from two aspects—reform and teaching and learning. Guided by Fischer’s argumentative approach theory, this analysis involved 18 participants. While officials and principals were interviewed, teachers were both interviewed and observed. We tried to elaborate on the power of arguments to further principals’ and teachers’ concerns and needs in curriculum related tasks. We discovered that CBA reform has the potential to harness learner’s chances to learn better. The identified challenges like the intricate dialogue between authorities and teachers need to be lifted to unlock the full potentiality of the reform and achieve goals. We also found that advocating for teachers’ inclusion in curriculum-making remains as important as upskilling teachers’ competence to contribute to curriculum processes. (Re-)Designing standardized textbooks can address the issues of curriculum content overload and concept opacity. This can also help unify practices and align content with contextual norms. To curb congestion, a typical phenomenon in resources-scarce areas like Mali, more classes or schools should mushroom

Core (optical fiber) · Core curriculum · Curriculum · Curriculum studies · Mathematics education · Pedagogy · Secondary education · Sociology · Competency Development and Evaluation · Computer Science · Global Educational Policies and Reforms · Higher Education Learning Practices · Psychology

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