Parents’ perceptions of the competency-based approach in the Algerian curriculum: A study of fifth-grade Pupils’ Families
Keywords:
Education, Competency-Based Approach, Parents, Curriculum, Pedagogical ContentAbstract
This study aimed to analyze the perceptions of parents of fifth-grade pupils regarding the competency-based approach in the Algerian curriculum and to explore the social, cultural, and educational factors influencing these perceptions, as well as their impact on family support for the learning process. The research employed a descriptive-analytical method, using questionnaires and observation to collect data from a clustered sample of 167 parents. The data were statistically processed using SPSS, complemented by a sociological analysis of social representations and the family’s role in learning. The results revealed that the majority of parents (90%) have experience in supervising lesson reviews and homework completion, and 64% expressed support for the new educational reforms. Understanding of the curriculum was found to be related to parents’ educational level, with higher comprehension rates among those with higher education. Parents reported difficulties, primarily lesson density, the volume of homework, and comprehension challenges, and 65% utilized social media to express their concerns. The study indicates that the family serves as an indirect educational agent in supporting children’s learning, and that coordination with schools and enhanced communication through social workers contributes to improving understanding of the competency-based approach and activating the family’s role.
Downloads
References
1. Ministry of National Education. (2018). Pedagogical curriculum document for primary education. Directorate of Curricula, Algeria.
2. Moscovici, S. (2000). Social representations: Explorations in social psychology (p. 22). Polity Press.
3. Coleman, J. S. (1990). Foundations of social theory (p. 215). Harvard University Press.
4. Bourdieu, P. (2010). Cultural reproduction and social reproduction (p. 62). Routledge.
5. Moscovici, S. (2000). Social representations: Explorations in social psychology (p. 201). Polity Press.
6. Jodelet, D. (2003). Social representations (p. 20). Presses Universitaires de France (PUF).
7. Tardif, J. (2006). Assessment of competencies (p. 55). Chenelière Éducation.
8. Perrenoud, P. (1999). Building competencies (p. 41). ESF.
9. Ministry of National Education. (2018). Primary education official curriculum (p. 15).
10. Apple, M. (2004). Ideology and curriculum. Routledge.
11. Ministry of National Education. (2018). Official primary education curriculum.
12. Hadji, C. (2012). Assessment: The rules of the game (p. 20). ESF.
13. Illouz, E. (2019). Emotions as commodities (p. 54). Polity Press.
14. Ricoeur, P. (1983). Time and narrative (p. 80). Seuil.
15. Beck, U. (1992). Risk society: Towards a new modernity (p. 112). Sage Publications.
16. Heller, A. (2015). Everyday life (p. 73). Routledge.
17. Latour, B. (2005). Reassembling the social: An introduction to actor-network theory (p. 56). Oxford University Press.
18. Le Boterf, G. (2018). Building individual and collective competencies (p. 64). Eyrolles.
19. Bouhouch, A., & Dhnibat, M. M. (2001). Scientific research methods and research preparation. Diwan of University Publications, 3rd edition, Algeria (p. 102).
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 The International tax journal
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
