Introduction of The Competency Based Approach in Teaching and Learning Mathematics at Elementary School Level in Senegal : Successes And Challenges

In Senegal, the generalization of the new curriculum 2013, has triggered profound changes and raised new challenges in the teaching and learning system in elementary schools. From Content and Objectives Based Approaches, teachers have been experimenting nowadays, the Competency Based Approach (CBA) which focuses not only on the transfer of knowledge, but also on the mastering of the core competencies. Based on the theories of constructivism and social-constructivism, this system of instruction promotes learner centered activity, creativity, critical thinking, problem solving and collaborative learning. Despite the eff orts of the Senegalese government in reforming the teaching and learning system, the quality of education is still a big issue for MoE. Assessment studies made at the national, regional and international levels, have shown that Senegalese elementary school students are lacking performances in reading and mathematics as indicated in the SNERS and PASEC, reports respectively in 2013 and 2014. This study proposes an analysis of the introduction of the new curriculum in Senegal through the model of Competency Based Approach (CBA) in teaching and learning mathematics. The methodology used to collect data was the questionnaire administrated to teachers, classroom visits and the exploitation of reports produced by the MoE. The fi ndings globally show that the implementation of the CBA is confronted with serious issues like the big gap between the intended and the implemented curriculum, the absence of integrative activities and feedbacks to students without forgetting the students\u27 lack of performances in reading and mathematics. These issues open the door of many challenges that need to be overcome by Senegalese education system stakeholders for a successful implementation of the reform