Réforme du curriculum et approche par compétences au Cap Vert. Entre injonction internationale et projet national

Bibliographic Data

ID3828077
AuthorsAna Cristina Pires-Ferreira
Year2014
Issue13
Pages183-210
Publication date2014-05-31
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueCahiers de la recherche sur l éducation et les savoirs (JOURNAL)
Journal identifiersISSN: 1635-3544 • E-ISSN: 2265-7762
PublisherOpenEdition (PUBLISHER)
DOI10.4000/cres.2651
OpenAlexW195608631
LanguageFR
Citations received2
References cited5

This article aims to analyze the curriculum reform in Cape Verde, a small country situated off the West-African coast, which attempts to introduce competency-based education (CBE) as a solution to the quality deficit in basic and secondary education. This deficit is seen to be expressed by the weak relevance of the curriculum and its non-alignment with societal needs and educative innovations put forward by international organizations. The main question is: to what extent is the curriculum reform centered on competency-based education the reflection of a reconciliation between national interests and international alignment? To answer this question we analyze why and how the CBE has been introduced into the curriculum policy in Cape Verde and we look at the current state of its implementation. The approach is sociopolitical and the analysis is based on the political, institutional and technical discourses, as well as on the discourses of the various actors participating in the current curriculum reform which is implemented since 2006

Humanities · Political science · Global Education and Multiculturalism · Global Educational Policies and Reforms · Second Language Learning and Teaching · Philosophy

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