{"id":4026,"date":"2026-06-19T16:17:12","date_gmt":"2026-06-19T14:17:12","guid":{"rendered":"https:\/\/www.afrikaeducation.com\/africeduc\/?page_id=4026"},"modified":"2026-06-22T13:35:53","modified_gmt":"2026-06-22T11:35:53","slug":"riseafrica-v1i1-03","status":"publish","type":"page","link":"https:\/\/www.afrikaeducation.com\/africeduc\/riseafrica-v1i1-03\/","title":{"rendered":"De l\u2019approche par objectifs (APO) \u00e0 l\u2019approche par comp\u00e9tences (APC) dans l\u2019enseignement des Langues \u00c9trang\u00e8res Non Officielles (LENO) au secondaire : rupture ou continuit\u00e9\u2009?"},"content":{"rendered":"

Bikitik Hyppolite Mathias<\/strong>
1<\/sup>Universit\u00e9 de Douala
Rise Africa, Vol. 1, No. 1 (2025), pp. 61-78
ISSN : 3105-5311<\/p>

T\u00e9l\u00e9charger le PDF<\/a><\/div><\/div>

R\u00e9sum\u00e9<\/strong>
Pour r\u00e9pondre \u00e0 la n\u00e9cessit\u00e9 d\u2019introduire davantage de rigueur dans les dispositifs de formation, la notion d\u2019objectif p\u00e9dagogique s\u2019est d\u00e9velopp\u00e9e afin de rendre explicites les finalit\u00e9s d\u2019une formation en formalisant le contrat didactique entre enseignants et apprenants, et en \u00e9non\u00e7ant clairement ce que ces derniers devaient apprendre. L\u2019influence conjointe du courant behavioriste en psychologie de l\u2019apprentissage et de la perspective docimologique de l\u2019\u00e9valuation a entra\u00een\u00e9 un cloisonnement des objectifs selon leurs domaines (cognitif, psychomoteur et psychoaffectif), une sous-repr\u00e9sentation des objectifs de haut niveau taxonomique et un d\u00e9ficit d\u2019int\u00e9gration des apprentissages concern\u00e9s.
L\u2019approche par comp\u00e9tences (APC) constitue une r\u00e9ponse aux limites identifi\u00e9es dans le cadre de l\u2019approche par objectifs (APO). Avec d\u2019autres courants conceptuels, tels que l\u2019enseignement et l\u2019apprentissage contextualis\u00e9s et l\u2019\u00e9valuation authentique, des convergences se sont d\u00e9velopp\u00e9es.
L\u2019intention commune de ces deux approches est de rendre efficaces l\u2019enseignement et l\u2019apprentissage, en offrant un cadre structurant pour planifier ad\u00e9quatement les activit\u00e9s p\u00e9dagogiques en accord avec les objectifs explicitement identifi\u00e9s. Cependant, certains auteurs consid\u00e8rent que ces approches impliquent des mani\u00e8res radicalement diff\u00e9rentes de penser l\u2019enseignement, l\u2019apprentissage et l\u2019\u00e9valuation, tandis que d\u2019autres y voient une continuit\u00e9 dans l\u2019intelligence des objectifs et le d\u00e9veloppement d\u2019apprentissages \u00e0 partir de situations authentiques et de probl\u00e8mes complexes.
Le pr\u00e9sent article propose une analyse nuanc\u00e9e et int\u00e9gr\u00e9e de ces deux approches afin d\u2019\u00e9viter tout d\u00e9rapage et toute confusion dans la praxis p\u00e9dagogique.<\/p>

Abstract<\/strong>
In response to the need to introduce more rigour into training systems, the notion of pedagogical objective has been developed with the major concern of making explicit the aims of a training course by formalising the didactic contract between teachers and learners and clearly stating what the latter had to learn. The combined influences of the behaviorist current in learning psychology and the docimological perspective of assessment have resulted in a compartmentalization of objectives according to their domains (cognitive, psychomotor, and psycho-affective), an under-representation of high-level taxonomic objectives, and a deficit in the integration of the learning concerned.<\/em>
The competency-based approach (CBA) is a response to the limitations identified in the framework of the objective-based approach (OBA). Convergences have also developed with other conceptual currents, such as contextualized teaching and learning, and authentic assessment.<\/em>
The common intention of these approaches is to make teaching and learning effective by offering a structuring framework for planning pedagogical activities in accordance with the explicitly identified goals. Some authors consider these approaches to imply radically different ways of thinking about teaching, learning, and assessment, while others see continuity in the intelligence of objectives and the development of learning from authentic situations and complex problems.<\/em>
This article proposes a nuanced and integrated analysis of the two approaches to avoid confusion in pedagogical practice.<\/em><\/p>

Mots cl\u00e9s<\/strong>
Approche par objectifs, approche par comp\u00e9tences, langues \u00e9trang\u00e8res non officielles, didactique<\/p>

Keywords<\/strong>
Objective-based approach, competency-based approach, non-official foreign languages, didactics<\/em><\/p>

R\u00e9f\u00e9rences bibliographiques<\/strong>
Monographies, articles et p\u00e9riodiques
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Texte officiel<\/strong>
Minist\u00e8re des Enseignements secondaires (MINESEC). (2014). Arr\u00eat\u00e9 n\u00b0 263\/14\/MINESEC du 13 ao\u00fbt 2014 portant application des programmes APC dans le syst\u00e8me \u00e9ducatif camerounais. Yaound\u00e9 : R\u00e9publique du Cameroun.<\/p>

Comment citer cet article ? <\/strong>
Bikitik, H. M. (2025). De l\u2019approche par objectifs (APO) \u00e0 l\u2019approche par comp\u00e9tences (APC) dans l\u2019enseignement des Langues \u00c9trang\u00e8res Non Officielles (LENO) au secondaire : rupture ou continuit\u00e9\u2009? In Nama, D.D., Mvogo Mbassi, T., & Bikitik, H. M. (\u00c9ds.), Enseignement\/apprentissage des langues \u00e9trang\u00e8res non officielles (LENO) aux enseignements secondaires du Cameroun : r\u00e9flexions \u00e9pist\u00e9mologiques, m\u00e9thodologies, politique linguistique et planification p\u00e9dagogico-didactique.<\/em> Rise Africa, 1(1), 61-78.<\/p>","protected":false},"excerpt":{"rendered":"

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