Tunisia’s quest for educational quality : introducing the competency approach in primary schooling

Abstract

There are many variations between the countries of the Middle East and North Africa in terms of access and quality of education. Tunisia is one of the countries in this region that have done very well in both regards. This report is a case study of Tunisia’s Basic Competencies (BC) Approach to improving learning and educational quality. The approach is founded on the educational principle that children can learn complex skills and achieve educational objectives through progressive mastery of basic competencies, the building blocks for attaining developmental goals. The case study is a reminder that quality education does not just happen and cannot be taken for granted. Instead, quality education requires a serious, deliberate and persistent commitment on the part of a government and its partners. It is a commitment to children’s future and to a country’s economic, social and political stability. The report provides a critical analysis of the process and initial results of the Competency Approach in Tunisia. UNICEF’s role as a key player is also mentioned, notably its technical assistance that was critical in designing the approach and conceptual framework, and in developing background material, training and monitoring tools. UNICEF will continue to work in partnership with the Tunisian government in fine-tuning this approach to quality learning that places the child at the centre of the instructional process. Above all, we hope to tap the experience and expertise acquired through this innovative approach for the benefit of other countries in the region.