The Realism of the Competency Approach Strategy in the Algerian School and Its Challenges from the Perspective of Secondary Education Teachers

This study examines teaching strategies based on a competency approach adopted by the National Committee for Reforming the Algerian Educational System in 2003.This followed a protocol agreement between UNESCO and the Ministry of National Education after the Director-General of UNESCO visited Algeria in February 2001 at the invitation of the President of the Republic.This resulted in the implementation of teaching practices based on this pedagogy at various educational levels.While the theoretical foundations of competency-based teaching are indeed robust, their practical implementation has encountered significant challenges.This was evident from the views of several secondary school teachers, who stated that implementing this teaching approach over the past two decades has enhanced students' academic performance in qualitative and quantitative terms.However, they also noted that outputs based on previous approaches were of a higher quality than those based on competency-based pedagogy.This disparity is attributed to the difficulties and challenges that teachers have encountered when applying this approach in practice.To shed light on these difficulties and seek solutions to enhance the quality and quantity of outputs from the Algerian school system, the researcher addressed many aspects that necessitate reconsidering the application methods.This will be elaborated upon in a research paper titled -The Competency Approach: