Application of the Competency-Based-Education in the Electricity Option by Teachers of Optional Courses at Salama Technical Institute

Christian Kabongo Malonda^1,

¹Institut Supérieur Pédagogique de Lubumbashi, Department GAISF, Lubumbashi, RD Congo

Cite this paper:
Christian Kabongo Malonda. Application of the Competency-Based-Education in the Electricity Option by Teachers of Optional Courses at Salama Technical Institute. American Journal of Educational Research. 2022; 10(1):27-38. doi: 10.12691/education-10-1-3

Abstract

Problem: Today, the official instructions signed by the authorities of the Congolese Ministry of Education introducing the Competency-based-Education (CbE) in the Congolese education system have remained a dead letter. All the more so as they give rise to various interpretations on the part of educational actors. Goals: (i) analyze the application of the CbE in the electricity option by teachers of optional courses (ii) Identify the logic that governs the design, construction and evaluation of the knowledge transmitted by teachers in the classes of electricity from the Salama Technical Institute through the skills-based approach. Methods and techniques: The survey method and direct observation technique were the tools for data collection, and content analysis was used for data processing. Participants: We had followed eight electricity teachers in their different lessons, and then there was sharing through the meetings of the teaching unit. Results: About the CbE design, the communication of learning sequence objectives to learners and the use of integration situations were not respected in the majority of lessons. For the transmission of knowledge in electricity to the Salama technical institute, the most used method is expo-interrogative and the work submitted to learners at the end of the learning sequences generally refers to the elements of the objective approach that those of the Competency-based-Education. The evaluation system applied in the electricity classes by the observed teachers does not use differentiated evaluation or integration situation, and even less remedial activities. Conclusion: Managers and supervisors of the Congolese education system must ensure the proper implementation of the CbE, which in view of the results struggles to apply especially in the electricity classes at the Salama Technical Institute. They must find ways and means to get teachers to change their forbidding attitude towards pedagogical innovations and to improve the organizational and pedagogical conditions of schools, necessary for the application of the CbE.

Keywords:
CbE electricity teachers classroom practice

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