TEACHERS’ PERCEPTION ON COMPETENCY BASED APPROACH IMPLEMENTATION IN HIGHER SCHOOLS OF BAGUINEDA.

Nowadays, African educational systems are embracing Competency-Based Approach (CBA) to develop learners' practical skills and life competencies.In Mali, this reform has been gradually introduced in schools, particularly in Baguineda.However, the success of this approach depends largely on teachers' understanding and involvement in its implementation.This study, therefore, explores teachers' perceptions on the implementation of Competency-Based Approach in secondary schools in Baguineda.The problem lies in the gap between the reform's official objectives and the actual conditions of its implementation.Although CBA aims to make learning more student-centered and competency-based, many teachers encounter difficulties related to a lack of training, insufficient teaching materials, and overcrowded classrooms.Based on the theoretical framework of constructivism, which emphasizes active student participation and the guiding role of the teacher, this study aims to understand the attitudes, experiences, and difficulties encountered by teachers.Adopting a mixed methods approach, interviews and questionnaires were administered with teachers from several high schools.The results have shown that, despite an overall positive perception of CBA, its success depends on strengthening teacher training, the availability of teaching tools, increasing teaching hours, and reducing class sizes.