TASKS-SKILLS MAPPING ELABORATION IN THE IVORIAN EDUCATIONAL CONTEXT: METHODOLOGY AND EXPERIENCE WITH THE MATHEMATICS DISCIPLINE

Improving the quality of learning, particularly the adaptation of curricula to socio-economic realities, has always been a concern for the education-training sector. Recent studies, notably by PASEC and CREMIDE, have highlighted significant shortcomings in Cote dIvoires educational programs, underlining the inadequacy of the tasks proposed to master basic skills, as well as the gap between the skills taught and those required by the job market. With this in mind, this paper proposes a methodological framework for developing task-skills mappings, also known as Q-Matrices, based on the curricula of the Cote dIvoire Ministry of Education. The study involved 11 teachers and two (2) cohorts of learners from Khalil High School, Daloa. In contrast to previous work focusing on learner evaluation, this study introduced teacher evaluation in terms of affinity and satisfaction with learning tasks. The results show an 86% improvement in the mapping proposed by the experts after comparison with that based on Academic Affinity Scores (AAS) and Skill Affinity Scores (SSS). In addition, the mapping based on these scores performed better than that developed by the experts. This work opens up new prospects for the cognitive diagnosis of learners and the validation of pedagogical models.