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Challenges in implementing the Competence-Based Approach
Challenges in implementing the APC in technical and vocational education
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The technical education curricula currently in use in Burundi date back to 2008. These curricula suffer from a number of technical and pedagogical shortcomings. 1. Teachers are required to teach in a theoretical manner, and practical work is sometimes neglected or even impossible to carry out. 2. These curricula were drawn up in haste by educational advisers who were not themselves trained in the competence-based approach. 3. The incomplete curricula leave room for teachers to improvise, meaning there is no national harmonisation within the TVET sector. 4. Due to technological advances, the curricula should be revised regularly, which is not the case. Consequently, the skills acquired upon graduation are ill-suited to the world of work. 5. The majority of teachers in technical and vocational secondary schools in Burundi require retraining and reskilling, particularly as the system is currently operating in a problematic manner.
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