Assessment of the applicability of the competency-based approach in the cutting and sewing course at technical secondary schools in the EDUC-NC subdivision of Boma (DRC)

Abstract

Introduction: The Competence-Based Approach (CBA) aims to align learning with complex real-world situations and professional requirements. In the Dressmaking and Tailoring course, its effectiveness depends on teachers’ ability to translate professional knowledge into learning situations, as well as on the availability of equipment and consumables. The study analyses the level of applicability of the CAC in technical secondary schools within the Boma sub-division of EDUC-NC.

Methods: A mixed-methods study with a quantitative focus was conducted during the 2025–2026 academic year involving 160 participants, comprising 40 teachers and 120 pupils, spread across 10 schools. Quantitative data were collected via questionnaires and analysed using descriptive statistics and chi-squared tests. The qualitative component was based on 15 sessions of direct observation in workshops, semi-structured interviews with supervisory staff and a literature review. The qualitative data were analysed thematically.

Results: Thirty-five per cent of teachers were qualified pattern-cutters without a teaching qualification, and 60.0 per cent reported a low or very low level of mastery of APC concepts. Half of the schools had dilapidated or inadequate workshops. Continuing professional development was significantly associated with the adoption of the APC (χ² = 16.0; p < 0.001), workshop facilities with the frequency of practical work (χ² = 14.4; p < 0.001), and academic level with the ability to design problem-based scenarios (χ² = 12.36; p < 0.001) and supervisory monitoring with the level of implementation of the APC (χ² = 11.12; p < 0.001). Observations revealed a blending of APC guidelines with traditional lecture-based or imitative teaching practices.

Conclusion: The data show that the applicability of the Competence-Based Approach is contingent upon the interplay between teaching qualifications, continuing professional development, institutional support and the physical conditions for learning. Strengthening teacher training and upgrading technical facilities appear to be priority areas for improvement in the context under study.

Keywords: Competence-Based Approach; technical education; cutting and sewing; didactic transposition; formative assessment; Boma.

Received Date: August 17, 2026

Accepted Date: September 09, 2026

Published Date: October 01, 2026

Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/1029