The Competency-Based Approach in the Algerian High School: Analyzing Constraints and Obstacles

Abstract

The Competency-Based Approach (CBA) has been adopted to enhance the quality of education in Algeria and push learners to take charge of their own learning by being autonomous and the center of the teaching-learning process. This work is a tentative analysis to identify a number of possible obstacles and constraints which hindered the correct implementation of the CBA in the Algerian High School after thirteen years since its adoption.