Teachers in Francophone West Africa facing curricular approaches for exogenous contexts

Teachers in Francophone West Africa facing curricular approaches for exogenous contexts

• Thibaut Lauwerier, Université de Genève, Suisse

• Abdeljalil Akkari, Université de Genève, Suisse

doi : https://dx.doi.org/10.18162/fp.2019.443

Résumé

This paper aims to understand the extent to which a pedagogical innovation, namely the competency-based approach, which is primarily thought in the countries of the North, is relevant in socio-economic and educational contexts known for the precariousness of teaching conditions as in Francophone West Africa, by focusing our analysis on teachers in Burkina Faso and Senegal. In other words, we want to see if teachers have appropriated this approach and if their use makes sense for learners despite the many challenges they face. This is a qualitative research whose main sources of data are interviews and observations of teaching practices.

Abstract

This paper aims to understand the extent to which a pedagogical innovation, namely the competency-based approach, which is primarily thought in the countries of the North, is relevant in socio-economic and educational contexts known for the precariousness of teaching conditions as in Francophone West Africa, by focusing our analysis on teachers in Burkina Faso and Senegal. In other words, we want to see if teachers have appropriated this approach and if their use makes sense for learners despite the many challenges they face. This is a qualitative research whose main sources of data are interviews and observations of teaching practices.