Contribution of the inter-school solidarity fund to the effective integration of the competency-based approach: experience and expectations of stakeholders in the town of Kikwit, Kwilu Province, DR Congo

Abstract

In Kikwit, the skills-based approach is theoretically implemented, but in practice, its existence is difficult to demonstrate, given
that teaching is still oriented towards the Objective-Based Approach. This shortcoming can be seen in many of Kikwit's ITMs.
The aim of this study is to analyze the impact of integrating the solidarity fund into the implementation of the competencybased approach in Kikwit's technical medical schools, taking into account the experiential experience of the educational players.
We used a phenomenological survey, based on a qualitative approach. The understanding of APC is mostly positive, with a
consensus around the idea that this approach places the learner at the center of the educational process. The integration of APC
into ITM seems to have been gradual, with particular attention paid to teacher training. The changes observed since the adoption
of APC are significant. The challenges involved in adopting APC are manifold. On the one hand, infrastructure and material
resources are lacking, making it difficult to implement modern teaching methods. The solidarity fund at the Institut Technique
Médical (ITM) is seen as an internal financial support, mainly for teachers and the institution, with contributions coming largely
from students, while the management of this fund. The solidarity fund and the APC seem to work in synergy, each supporting
the other for a more effective and comprehensive implementation of educational reforms within schools.