Professional Documents
Culture Documents
The Process and Challenges of Implementation of A Situational-Based Science Curriculum Within A Competency-Based Approach in North-Kivu Educational Province, DRC
The Process and Challenges of Implementation of A Situational-Based Science Curriculum Within A Competency-Based Approach in North-Kivu Educational Province, DRC
ISSN No:-2456-2165
Abstract:- The shift from knowledge-based curriculum improvements in job markets are the gateways towards
to Competency-based curriculum is mandatory for sustainable development. One of the major curriculum
African countries to boost their economy. Many changes in African countries is the introduction for last two
countries in Africa including the Democratic Republic of decades of competency-based curriculum in their
Congo are on the way to meet this requirement. The educational systems.
board of curriculum of the Democratic Republic of
Congo “DIPROMADI”, adopted a transitional approach In the Democratic Republic of Congo, since 1990, the
to competency-based education, the situation-based government tried to introduce the competency- based
approach. The essence of the present study, lies in the approach into its system of education for three major
evaluation of the implementation of the CBC l. reasons: The subjects taught are not linked with the real life
Specifically, the study focused on the preparedness of of the learners, the teaching learning process is theory based,
teachers, their attitude, the supervisory support, and the and lack of integration among the subjects(MunangiMpung,
support from the parents. To reach the purpose of the 2009). In addition, this curriculum reform should promote
study, a sample of teachers, students, coordinators and the socioeconomic status of the country (Cyr et al.,2016).
inspectors was chosen in three subdivisions selected
using the cluster sample technique. The instruments used To reconstruct the country, and to boost its social
to collect data were the questionnaire survey, the economic development, the Democratic Republic of Congo
interview guide, the focus group discussion guide and the is implementing a curriculum of basic education rooted in
documentary analysis. The Cronbach alpha reliability the social-economic realities of the country and that takes
coefficient of 0.73 was judged good to yield reliable and into consideration the international context. (Ekanga,
valid results. The data collected was analyzed Mbatika cited in Jonnaert et al., 2017). This vision is
statistically using the descriptive statistics, the regression embedded in a holistic curriculum centered on competency-
analysis and the analysis of variance (ANOVA). The based approach and concretized by the approach by
findings revealed the lack of the preparedness of situation. This approach facilitates all young people to
teachers, the lack of supervisory support from the school access the basic education, because the curriculum is
management, the lack of instructional materials, the promoting the realities of the local environment and propose
insufficient supervisory practices mainly from inspection the learning experiences from the environment of the
and the lack of the support of parents in competency- learner, where he participate actively in the teaching-
based curriculum implementation.The creativity, the learning process. (Jonnaert et al.,2017). The implementation
critical thinking to the side of teacher; the needed of the new curriculum has stated in 2018 with the science
support from all stakeholders are considered to be the area.
best ways to overcome the challenges and implement
effectively the new program. A study conducted by Jonnaert et al. (2017), on the
process of pre-validating the new programs of study within
Keywords:- Process, Challenges, Implementation. the science area for the final cycle of basic education, in the
Competency-based, Curriculum. Democratic Republic of Congo, found a high rate of
acceptance of this new program. Moreover, the study
I. INTRODUCTION indicated the importance of involving teachers and other
stakeholders in the process of pre-validation of the new
The shift from knowledge-based curriculum to program before its implementation. (Jonnaert et al. 2017). It
competency-based curriculum is mandatory for African is assumed that, the recommendation of Jonnarertet al. who
countries to boost their economy. Supporting this point of were members of the team of pre-validating process is
view Ngeng’ere (2014) mentions that curriculum planning relevant. However, there is little information from the
emphasizes that education should serve to enable society to literature whether the team of the National Curriculum
achieve its needs and aspirations. Miranda (2016) thinks Board included the teachers and other stakeholders in the
that conditional cash transfer programs and long-term process before the implementation of the science curriculum